Download e-book for kindle: Knowing and Learning Mathematics for Teaching - Proceedings by National Research Council, Division of Behavioral and Social

By National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Mathematics Teacher Preparation Content Workshop Program Steering Committee

There are many questions about the mathematical education academics desire. contemporary concepts from numerous resources kingdom that reforming instructor education in postsecondary associations is primary in supplying caliber arithmetic schooling to all scholars. the maths instructor coaching content material Workshop tested this challenge through contemplating imperative questions:

  • What is the mathematical wisdom academics want to know with a view to educate well?
  • How can academics improve the mathematical wisdom they should train well?

The Workshop actions taken with utilizing real acts of training corresponding to reading scholar paintings, designing initiatives, or posing questions, as a medium for instructor studying. The Workshop court cases, Knowing and studying arithmetic for Teaching, is a suite of the papers provided, the actions, and plenary periods that took place.

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Extra resources for Knowing and Learning Mathematics for Teaching - Proceedings of a Workshop

Example text

Perhaps she had the view that there were no steamships until more recently and she needs to modify her understanding of the history of maritime trade (steamships were much faster) and, thence, perhaps the history of seamanship and the implications for the lives of sailors and so on. Learning and the understanding of stories 35 In the conception of the processes of assimilation and accommodation, this constructivist model has gone well beyond simple accumulation of knowledge, to seeing knowing as a process of change.

As she goes through the process of changing a wheel Joelle will be working with the learning from the DVD and with the practical experiences from the practice of wheel changing. There will be variation between her ‘educated’ internal experience and the new learning from the doing of the task – what works and what does not work in her efforts. There may also be emotional influences that facilitate or inhibit the process. Difficulties or success in the practice of changing the wheel may discourage or encourage her.

Learning in a field situation is immensely complex. There will be constant distinctions being made between figure and ground within probably changing frames of reference. This is an important issue when it comes to the development of situations in which students are expected to learn the complexities of real life from stories or from field experience. Such situations are an excellent background to learning, but if the situation is too complex in relation to the learning that is expected, the learning may feel superficial and descriptive in relation to a broad sense of context.

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Knowing and Learning Mathematics for Teaching - Proceedings of a Workshop by National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Mathematics Teacher Preparation Content Workshop Program Steering Committee


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