Browsing by Author "Bharaj, Pavneet Kaur"

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    A collaborative professional development model: promoting shifts in classroom practice
    (PMENA, 2020-12-23) Bharaj, Pavneet Kaur; Galindo, Enrique; Liu, Jinqing; Borgioli, Gina; School of Education
    To ensure conceptual learning in mathematics, teachers must shift many aspects of their instructional practices. We report on a two-year endeavor using a collaborative and responsive professional development model to help elementary school teachers enact seven shifts in classroom practice. We share evidence of teachers addressing the instructional shifts and discuss the promise of the approach used for those interested in co-constructing collaborations between and among universities and school districts.
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    Combinatorics Problems: a Constructive Resource for Finding Volumes of Fractional Dimension?
    (2019) Tillema, Erik; Liu, Jinqing; Bharaj, Pavneet Kaur; School of Education
    Fractions and volume are two challenging domains, which initially come together in the Common Core State Standards in Mathematics (CCSS-M) in the 7th grade where students learn about volumes of rectangular prisms with fractional dimensions. However, relatively little research has been conducted on how students’ reason about these volumes. To address this dearth of research, we designed a teaching experiment based on a central conjecture that combinatorics problems could be a constructive resource in the development of volumes with fractional dimension. In this paper, we demonstrate the central conjecture by providing two cases of how pre-service secondary teachers (PSSTs) reasoned with volumes of fractional dimension. A contribution of this study is that it offers an expansion and novel combination of a number of empirically grounded theoretical constructs.
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    The design, implementation, and impact of a collaborative responsive professional development (CRPD) model
    (PME-NA, 2020) Liu, Jinqing; Galindo, Enrique; Borgioli Yoder, Gina; Bharaj, Pavneet Kaur; School of Education
    It is important to design professional development (PD) around teachers’ professional thinking and needs. Researchers have explored how teachers center on and build upon students’ thinking in mathematics teaching, but few studies have investigated how to identify and be responsive to teachers’ ongoing needs while planning and enacting effective PD. As such, this study presents a Collaborative Responsive Professional Development (CRPD) model that arose from efforts to elicit and validate teachers’ voices to design PD experiences that were relevant and meaningful to them. We share the rationale of the model design, its implementation during a two-year PD project, and its impact on teachers’ instructional practice.