Karin Brodie

Bio: Karin Brodie is an academic researcher from University of the Witwatersrand. The author has contributed to research in topics: Professional learning community & Curriculum. The author has an hindex of 14, co-authored 40 publications receiving 791 citations. Previous affiliations of Karin Brodie include University of Cambridge.

Teaching Mathematical Reasoning in Secondary School Classrooms

Abstract: to Part 1.- Teaching Mathematical Reasoning: A Challenging Task.- Contexts, Resources, and Reform.- to Part 2.- Mathematical Reasoning Through Tasks: Learners' Responses.- Learning Mathematical Reasoning in a Collaborative Whole-Class Discussion.- Classroom Practices for Teaching and Learning Mathematical Reasoning.- Teaching Mathematical Reasoning with the Five Strands.- Teaching the Practices of Justification and Explanation.- to Part 3.- Learner Contributions.- Teacher Responses to Learner Contributions.- Dilemmas of Teaching Mathematical Reasoning.- Learner Resistance to Teacher Change.- Conclusions and Ways Forward: The "Messy" Middle Ground.

The power of professional learning communities

Abstract: In this paper I share some key principles and examples from the Data Informed Practice Improvement Project. The project develops an innovative model of mathematics teacher development, with three main strands: teachers work with data from their classrooms, they use this data to understand and engage with learner errors in mathematics, and they do this collectively in professional learning communities, with facilitation from members of the project team. I describe each of these strands and present three examples that show how the strands work together to support teacher learning in professional communities. These examples illuminate a key achievement of the project: a focus on learner errors in professional learning communities can develop powerful conceptual knowledge of mathematics among teachers at the same time as developing teachers’ knowledge for teaching and teaching practices.

Learning about learner errors in professional learning communities

Abstract: Research on learner errors in mathematics education is beginning to focus on how teachers can learn to identify and engage with the reasoning behind these errors Research on professional learning communities is beginning to show that they present powerful opportunities for on-going teacher collaboration and learning In this paper, I bring the two areas of research together Drawing on data from one professional learning community in the Data Informed Practice Improvement Project, I show how teachers in this community came to understand key concepts about learner errors and shifted their ways of talking about learner errors I identify three important shifts that the teachers made in their learning about learner errors: from identifying to interpreting errors; from interpreting to engaging errors; and from focusing on learner errors to focusing on their own knowledge I argue that these three shifts suggest a deepening of teachers’ thinking in relation to learner errors

The Right to Learn

Abstract: The concept that any person, who wishes to assume the role of being a student, has a right to learning opportunities is presented and discussed. Disadvantageous situations involving students occur regularly in Pharmaceutical education. Proactive policies aid procedures need to be developed and implemented to provide advantares in those instances where students already are placed at a disadvantage. Providing ethical and cross-cultural experiences in the curriculum, and in the educational institution as a whole, are imperative more important, our values and beliefs regarding the interrelated, yet distinct, notions of higher education, professional license, and occupational employmint need to be clarified and understood by those involved in the educational process.

Teaching for Learning.

Abstract: The book “ Teaching and Learning” is a valuable resource for distance educators and trainers who want to create relevant and intellectually challenging online courses. Nichols aims to share the best educational practices from traditional or face-to-face teaching and from the field of distance education. It is an ambitious goal that gives the book a distinctive purpose and helps the author strive for a comprehensive view of the educational process. The book provides practical guidelines for distance educators that are based solid research and classroom experiences. The book is divided into three major sections: the teaching and learning process, universal principles of teaching and learning and the final section describes how educational principles can impact vital instructional issues.