ISBN:
0387098119
,
9780387098128
Language:
English
Pages:
Online-Ressource (IX, 327p, digital)
Series Statement:
Mathematics Teacher Education 6
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.: Constructing knowledge for teaching secondary mathematics
Keywords:
Mathematics
;
Education
;
Education
;
Mathematics
;
Mathematics Study and teaching (Secondary)
;
Motivationspsychologie
Abstract:
Teacher education seeks to transform prospective and/or practicing teachers from neophyte possibly uncritical perspectives on teaching and learning to more knowledgeable, adaptable, analytic, insightful, observant, resourceful, reflective and confident professionals ready to address whatever challenges teaching secondary mathematics presents. This transformation occurs optimally through constructive engagement in tasks that foster knowledge for teaching secondary mathematics. Ideally such tasks provide a bridge between theory and practice, and challenge, surprise, disturb, confront, extend, or provoke examination of alternatives, drawn from the context of teaching. We define tasks as the problems or activities that, having been developed, evaluated and refined over time, are posed to teacher education participants. Such participants are expected to engage in these tasks collaboratively, energetically, and intellectually with an open mind and an orientation to future practice. The tasks might be similar to those used by classroom teachers (e.g., the analysis of a graphing problem) or idiosyncratic to teacher education (e.g., critique of videotaped practice). This edited volume includes chapters based around unifying themes of tasks used in secondary mathematics teacher education. These themes reflect goals for mathematics teacher education, and are closely related to various aspects of knowledge required for teaching secondary mathematics. They are not based on the conventional content topics of teacher education (e.g., decimals, grouping practices), but on broad goals such as adaptability, identifying similarities, productive disposition, overcoming barriers, micro simulations, choosing tools, and study of practice. This approach is innovative and appeals both to prominent authors and to our target audiences.This book may inspire researchers who engage in the study of design principles and characteristics of productive tasks for secondary mathematics teacher education.
Description / Table of Contents:
Contents; Contributors; Setting the Stage: A Conceptual Framework for Examining and Developing Tasks for Mathematics Teacher Education; References; Part I; Instructional Alternatives via a Virtual Setting: Rich Media Supports for Teacher Development; Introduction; Using Animations in Teacher Preparation; The "Stories" in the Animated Alternatives; The Alternative "A Correct Solution Method" and Questions for Teacher Discussion; The Alternative "Reasonableness of Answers" and Questions for Teacher Discussion; Comparing the Two Alternatives
Description / Table of Contents:
Mentor/Prospective Teacher Discussion of the AnimationsDiscussion of the Alternative "Reasonableness of Answers"; Discussion of the Alternative "A Correct Solution Method"; Concluding Remarks; References; Classifying and Characterising: Provoking Awareness of the Use of a Natural Power in Mathematics and in Mathematical Pedagogy; Introduction; Classifying and Characterising Manifested in Natural Language; Classifying and Characterising in Mathematics; Classifying and Definitions; Methods as Classification of Tasks; Exploiting Classifying and Characterising in the Classroom
Description / Table of Contents:
Sorting and Matching TasksOrdering Tasks; Classifying and Characterising Pedagogically; Dangers of Classifying and Characterising; Conclusion; References; Designing Tasks that Challenge Values, Beliefs and Practices: A Model for the Professional Development of Practising Teachers; Introduction; Four Stages in Professional Development; Recognising Existing Values, Beliefs and Practices; Analyse Discussion-Based Practices; Classifying Mathematical Objects; Evaluating Mathematical Statements; Interpreting Multiple Representations; Creating Problems for Others to Solve
Description / Table of Contents:
Comparing Solution Strategies on Unstructured ProblemsListening to Students; A New Classroom Culture; Suspending Disbelief and Adopting New Practices; Reflecting on Experience; Concluding Remarks; References; Pedagogical, Mathematical, and Epistemological Goals in Designing Cognitive Conflict Tasks for Teacher Education; Introduction; The Emergence of Cognitive Conflict as an Instructional Strategy; Cognitive Conflict in Mathematics and Science Teacher Education; Three Examples of Cognitive Conflict Goals; A Pedagogical Goal: Trading Places; Background and Design; Task Implementation
Description / Table of Contents:
A Mathematical (and Pedagogical) Goal: Father and SonBackground and Task Design; Task Implementation; The Country Fair Problem:; An Epistemological Goal: The Lemonade Stand; Background and Task Design; Task Implementation; The Lemonade Stand Problem:; The Nature of Examples: A Comparison; Concluding Remarks; References; Working Mathematically on Teaching Mathematics: Preparing Graduates to Teach Secondary Mathematics; Introduction; Some Theoretical Background on Using Tasks to Learn to Teach Mathematics; Working with a Line Segment to Think About Shifts of Understanding
Description / Table of Contents:
Working with Mental Calculations to Explore Links Between Algebra and Arithmetic
Note:
Includes bibliographical references and index
DOI:
10.1007/978-0-387-09812-8
URL:
Volltext
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