TY  - BOOK
AU  - Elliott,Rebekah
AU  - Kazemi, Elham
AU  - Lesseig,Kristin
AU  - Mumme,Judith
AU  - Carroll,Cathy
AU  - Kelley-Petersen,Megan
TI  - Conceptualizing the work of leading mathematical tasks in professional development
SN  - 00224871
AV  - LB1738 JOU 
PY  - 2009///
CY  - Thousand Oaks
PB  - Sage
KW  - Conceptualizing the work
KW  - Mathematical tasks
KW  - Professional development
N2  - Filling the knowledge gap in the limited research on professional development leaders is an urgent issue if teacher learning is to be improved. This research and development project is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based research—sociomathematical norms and practices for orchestrating productive discussion—to support leaders’ understanding of facilitation of mathematics professional development. In this article, the authors describe the use of these frameworks in their work and argue for a third framework—the mathematical knowledge for teaching. Based on the analysis of their work, they believe that mathematics professional development leaders need to cultivate particular sociomathematical norms for teacher explanation and employ practices for orchestrating discussions to achieve the purposeful development of teachers’ specialized knowledge of mathematics for teaching
UR  - https://doi.org/10.1177/0022487109341150
ER  -