Design Principles for Teacher Investigations of Student Work

Michelle Chamberlin

Abstract


This article describes a specific approach to a teacher investigation of students’
written work. The aim of the investigation was for in-service middle school
teachers to externalize their thinking about their students’ mathematical thinking
and to then reflect upon these externalizations and make refinements accordingly.
This aim mirrors the purposes of student-level mathematical activities entitled
model-eliciting activities. Therefore, the teacher investigation was patterned after
the design principles for student-level model-eliciting activities. These design
principles and how the teacher investigation was modeled after these principles are
described. In addition, the teachers’ externalizations, reflections upon, and
revisions to their thinking about their students’ thinking are explained. The article
concludes with general design principles that other teacher educators can use in
designing their respective professional development contexts

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