| dc.contributor.author | Metz, Martina | |
| dc.contributor.author | Preciado Babb, Paulino | |
| dc.contributor.author | Sabbaghan, Soroush | |
| dc.contributor.author | Davis, Brent | |
| dc.contributor.author | Ashebir, Alemu | |
| dc.date.accessioned | 2017-06-28T22:50:16Z | |
| dc.date.available | 2017-06-28T22:50:16Z | |
| dc.date.issued | 2017-05 | |
| dc.identifier.citation | Metz, 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.uri | http://hdl.handle.net/1880/52125 | |
| dc.description.abstract | For 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.sponsorship | University of Calgary Werklund School of Education, Galileo Educational Network, Navigator, Centaur Products Inc., Marathon Oil | en_US |
| dc.language | en | |
| dc.publisher | University of Calgary | en_US |
| dc.subject | Variation Theory of Learning | en_US |
| dc.subject | continuous assessment | en_US |
| dc.subject | mastery learning | en_US |
| dc.subject | intrinsic motivation | en_US |
| dc.title | Attending and Responding to What Matters: A Protocol to Enhance Mathematics Pedagogy | en_US |
| dc.type | unknown | |
| dc.description.refereed | Yes | en_US |
| dc.contributor.faculty | Werklund School of Education | |
| dc.publisher.faculty | Werklund School of Education | en_US |
| dc.publisher.institution | University of Calgary | en_US |
| dc.identifier.doi | http://dx.doi.org/10.11575/PRISM/5331 | |
