Attending and Responding to What Matters: A Protocol to Enhance Mathematics Pedagogy

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dc.contributor.authorMetz, Martina
dc.contributor.authorPreciado Babb, Paulino
dc.contributor.authorSabbaghan, Soroush
dc.contributor.authorDavis, Brent
dc.contributor.authorAshebir, Alemu
dc.contributor.facultyWerklund School of Education
dc.date.accessioned2017-06-28T22:50:16Z
dc.date.available2017-06-28T22:50:16Z
dc.date.issued2017-05
dc.description.abstractFor four years we have invested in improving mathematics teaching at the elementary level. By drawing from diverse research emphases in mathematics education and by considering the impact of lessons in terms of student engagement and performance, we have identified four key elements impacting learning in mathematics. Here, we describe the protocol currently used to structure feedback for teachers in the Math Minds Initiative. The key elements that comprise the protocol are: (1) effective variation, (2) continuous assessment, (3) responsive teaching, and (4) engagement.en_US
dc.description.refereedYesen_US
dc.description.sponsorshipUniversity of Calgary Werklund School of Education, Galileo Educational Network, Navigator, Centaur Products Inc., Marathon Oilen_US
dc.identifier.citationMetz, M., Preciado Babb, P., Sabbaghan, S., Davis, B. & Ashebir, A. "Attending and Responding to What Matters: A Protocol to Enhance Mathematics Pedagogy". 2017 In Preciado Babb, P., Yeworiew, L., Sabbaghan, S. (Eds.). Selected Proceedings of the IDEAS Conference: Leading Educational Change, pp. 170-179. Calgary, Canada: Werklund School of Education, University of Calgary.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5331
dc.identifier.urihttp://hdl.handle.net/1880/52125
dc.languageen
dc.publisherUniversity of Calgaryen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.subjectVariation Theory of Learningen_US
dc.subjectcontinuous assessmenten_US
dc.subjectmastery learningen_US
dc.subjectintrinsic motivationen_US
dc.titleAttending and Responding to What Matters: A Protocol to Enhance Mathematics Pedagogyen_US
dc.typeunknown
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