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International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p373-380

This study examines the learning of five pre-service teachers investigating a question stemming from their mathematics teaching as part of a final course project in their elementary teacher education program. Analysis of video recordings of group meetings and interviews indicate that as pre-service teachers completed their projects they developed a relationship with the discipline of mathematics and of teaching mathematics that included the inclination to seek conceptual understanding and pursue a stance of inquiry. This study builds on our understanding of connections between knowledge, practice, and identity and how a teacher education program can offer possibilities for pre-service teachers to negotiate new identities as mathematics teachers who can learn in and from practice. [For complete proceedings, see ED500858.]

Descriptors: Preservice Teacher Education, Mathematics Education, Teacher Education Programs, Investigations, Mathematics Instruction, Elementary Education, Visual Aids, Interviews, Feedback (Response), Teacher Attitudes, Problem Based Learning, Graduate Students, Females, Inquiry

International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info[at]igpme.org; Web site: http://igpme.org





Autor: Nicol, Cynthia; Crespo, Sandra

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4782&id=ED501041







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