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Reports on current knowledge about the forms of teaching that have evolved from the efforts to reform mathematics education based on cognitive & social constructivist perspectives. New instructional practices are distinguished from traditional pedagogy.
Inhaltsverzeichnis
Contents: Preface. Part I: Setting the Stage and Raising Issues.B.S. Nelson, J. Warfield, T. Wood, Introduction. D.L. Ball, Teaching, With Respect to Mathematics and Students. Part II: Teaching Viewed From a Psychological Perspective: Teaching as Entailing Teachers' Learning.T.P. Carpenter, E. Ansell, L. Levi, An Alternative Conception of Teaching for Understanding: Case Studies of Two First-Grade Mathematics Classes. M.L. Franke, E. Kazemi, Teaching as Learning Within a Community of Practice: Characterizing Generative Growth. M.G. Sherin, Developing a Professional Vision of Classroom Events. B. Jaworski, Commentary 1: Questions and Issues. Part III: Teaching Viewed From the Discipline of Mathematics.D. Schifter, Learning to See the Invisible: What Skills and Knowledge Are Needed to Engage With Students' Mathematical Ideas? J. Warfield, Where Mathematics Content Knowledge Matters: Learning About and Building on Children's Mathematical Thinking. M.A. Simon, Two Intertwined Bodies of Work: Conducting Research on Mathematics Teacher Development and Elaborating Theory of Mathematics Teaching/Learning. B. Jaworski, Commentary 2: Issues and Questions. Part IV: Teaching Viewed From a Social and Cultural Perspective.T. Wood, T. Turner-Vorbeck, Extending the Conception of Mathematics Teaching. B. McNeal, Making Sense of Mathematics Teaching in Real Context. B. Jaworski, Commentary 3: Questions and Issues. Part V: What Do We Know About Teaching That Supports Students' Construction of Mathematical Knowledge and What Is Still Under Debate?B.S. Nelson, Constructing Facilitative Teaching. V. Richardson, Constructivist Mathematics Instruction and Current Trends in Research on Teaching. T. Wood, B.S. Nelson, J. Warfield, Final Remarks.
Über den Autor / die Autorin
Terry Wood, Barbara Scott Nelson, Janet E. Warfield
Zusammenfassung
Reports on current knowledge about the forms of teaching that have evolved from the efforts to reform mathematics education based on cognitive & social constructivist perspectives. New instructional practices are distinguished from traditional pedagogy.
