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Magdalene Lampert

Magdalene Lampert
New Visions for Public Schools · Mathematics

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47
Publications
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Publications

Publications (47)
Chapter
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Article
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call “rehearsal.” Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (...
Article
Working on teaching as a collective practice—understanding it, specifying it, and improving it—is crucially important and too often ignored. But setting up a choice between improving teaching and improving teachers is problematic for several reasons. To begin with, it seems that the very methods Hiebert and Morris outline for improving teaching nec...
Conference Paper
Full-text available
In this paper, we describe the design and implementation of a model for “Learning Teaching in, from, and for Practice” (LTP) by working simultaneously on developing teachers’ skill, knowledge, and commitment. The model focuses on the practice of teaching as a collective endeavor drawing on common practices to continually improve students’ performan...
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Difficulties in introducing and accepting revised means of teaching take place when learners are not informed about the advantages of engaging with new surroundings or are vigorously attached with the conventional "things." This chapter supports this assumption through an investigation of students' behavior, possible mental processes and performanc...
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Background/Context: "Ambitious teaching" is teaching that aims to teach all kinds of students to not only to know academic subjects, but also to be able to use what they know in working on authentic problems in academic domains. Studies of individual teachers have identified the challenges of this work. Resources are often provided at the school le...
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If teacher education is to prepare novices to engage successfully in the complex work of ambitious instruction, it must somehow prepare them to teach within the continuity of the challenging moment-by-moment interactions with students and content over time. With Leinhardt, we would argue that teaching novices to do routines that structure teacher–s...
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In talk about teacher preparation and professional development, we often hear the word practice associated with what, how, or when the learning of teaching is supposed to happen. In this article, four different conceptions of practice are investigated, and their implications for how learning teaching might be organized are explored. Rather than a c...
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Full-text available
To understand how teacher education might build the knowledge it needs, the editors of this issue investigate how organizations outside of education create and maintain "self-improving" systems that enable them to learn how to get better at what they do. To learn about knowledge building in teacher education, the research reported here also looks o...
Article
Full-text available
mlampert@umich.edu> What might it take to support novice teachers to develop the commitment and the capacity to enact ambitious mathematics instruction? In this paper, we describe our experimentation with pedagogies in teacher education to develop novice teachers' competence in eliciting, responding to, and advancing students' mathematical thinking...
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Discussion, theorising and research in the area of mathematical knowledge for teaching began by asking what level of mathematical qualification teachers need. We have moved on considerably since then, using concepts such as pedagogical content knowledge, and frameworks such as those from Deborah Ball in Michigan or, more recently, Tim Rowlands in C...
Chapter
All students have beliefs about what to do in school in order to learn. These beliefs-their "folk learning theories"-are an expression of what our culture believes about school knowledge and how it is acquired.
Conference Paper
Full-text available
In this report, we describe our work on teaching and professional education in a conference held at the University of Michigan. The vision of teaching we assume in this work is what we would call " ambitious teaching. " Ambitious teaching has an ambitious goal: to enable students across racial, ethnic, social class, national, language and gender gr...
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In this book an experienced classroom teacher and noted researcher on teaching takes us into her fifth grade math class through the course of a year. Magdalene Lampert shows how classroom dynamics--the complex relationship of teacher, student, and content--are critical in the process of bringing each student to a deeper understanding of mathematics...
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In this article, Magdalene Lampert argues that teachers can be both initiators and active participants in a research agenda, adding valuable insider knowledge. She considers three points: "the potential for teacher research to change ideas about who is responsible for producing professional knowledge, the benefits and dangers of inserting the self...
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This book describes efforts to develop an approach to teaching and teacher education that is deeply rooted in the study of practice. Drawing on video, graphic, and textual records of a year's worth of mathematics lessons in two elementary classrooms, research was conducted on curriculum and instruction, children's learning, and the culture of the c...
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Teacher education courses that deliver knowledge about how to change mathematics teaching to prospective teachers are ineffective in challenging their traditional ideas about how to teach. There are few models of good practice for novices to observe and examine. By making multiple images of innovative teaching and learning available for study, hype...
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School reformers have advocated many changes in roles and relationships that would blur the boundaries between teaching, teacher education, and research. Substantial supports must be built into the system, if people who work in boundary-blurring roles are going to make positive contributions to these very different educational enterprises. (MLH)
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In their article “What Can Research on Teacher Thinking Contribute to Teacher Preparation? A Second Opinion” (Educational Researcher, June/July, 1990), Floden and Klinzing contend that teacher education would be improved if it were informed by research on practicing teachers's expertise. We do not disagree. However, other questions must be answered...
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This paper describes a research and development project in teaching designed to examine whether and how it might be possible to bring the practice of knowing mathematics in school closer too what it means to know mathematics within the discipline by deliberately altering the roles and responsibilities of teacher and students in classroom discourse....
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Teachers often feel torn, especially in upper elementary school mathematics classes, between spending time on problem-solving work that will get students to understand mathematics and spending time on developing computational skills. The conflict is especially strong because the computational skills in the curriculum at this level are complex: “lon...
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In order to speculate about how teacher education can function to improve mathematics education, we need to specify what sort of mathematics learning we want schools to produce, what sort of teaching causes that learning, and how teachers might be educated to do that sort of teaching. Research on teaching and teacher education is reviewed here whic...
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This investigation analyzes the structure and process of multidigit multiplication. It includes a review of recent theories of mathematical knowledge and a description of several fourth-grade math lessons conducted in a regular classroom setting. Four types of mathematical knowledge are identified: intuitive, concrete, computational, and principled...
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Clark and Lampert describe how the research on teacher think ing has broadened and deepened the knowledge base of teach ing, particularly with respect to the complexity of teaching, our understanding of what teachers know, and our knowledge of methods of inquiry and reflection on teacher thinking. Such knowledge challenges the image of the teacher...
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This essay clarifies what it means to know mathematics by examining ways of knowing multiplication and explores what those ways of knowing imply for the teaching and learning of mathematics in schools. It reviews the perennial argument about whether computational skill or conceptual understanding should guide the school curriculum. A mathematical a...
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Discusses a study of a class of 5th graders who were constructing a formula as a mathematical tool to use in the analysis and solution of a real life problem. It is suggested that exposing children to situations in which mathematical ideas are being used is not enough; students should have an appreciation of how mathematics can be used in a variety...
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The author is a scholar of teaching practice and also an elementary mathematics teacher. Her work, like that of her colleagues at the Institute for Research on Teaching, focuses on teaching practice from the point of view of the practitioner. Here, in two case studies, she views the teacher as dilemma manager, a broker of contradictory interests, w...
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The concept of multiplication is described and illustrated using several different representational systems. A conceptual approach to teaching mathematics is compared with the procedural approach commonly found in the school curriculum. Four different methods of representing the multiplication process with numbers larger than ten are presented: com...
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Full-text available
2 Prospective elementary teachers do not come to teacher education feeling unprepared for teaching. From their years as pupils in elementary and secondary schools, they bring with them many ideas about teaching, learning, subject matter, and students. Spelling tests and reading groups, workbooks and recess, raised hands and reprimands are typical d...
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Thesis (Ed. D.)--Harvard Graduate School of Education, 1981. UMI #81-26,203. Vita. Includes bibliographical references (leaves 247-254).