Mathematical Knowledge for Teaching Problem Solving: Lessons from Lesson Study [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Foster, Colin; Wake, Geoffe; Swan, Malcolm
Titel	Mathematical Knowledge for Teaching Problem Solving: Lessons from Lesson Study [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Problem Solving; Communities of Practice; Knowledge Base for Teaching; Pedagogical Content Knowledge; Faculty Development; Teacher Collaboration; Teaching Methods; Grade 10; Secondary School Mathematics; Foreign Countries; Mathematical Concepts; Learning Processes; United Kingdom; Japan + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Community; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Lehrerkooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Learning process; Lernprozess; Großbritannien
Abstract	Although the importance of mathematical problem solving is now widely recognised, relatively little attention has been given to the conceptualisation of mathematical processes such as representing, analysing, interpreting and communicating. The construct of Mathematical Knowledge for Teaching (Hill, Ball & Schilling, 2008) is generally interpreted in terms of mathematical content, and in this paper we describe our initial attempts to broaden MKT to include mathematical process knowledge (MPK) and pedagogical process knowledge (PPK). We draw on data from a problem-solving-focused lesson-study project to highlight and exemplify aspects of the teachers' PPK and the implications of this for our developing conceptualisation of the mathematical knowledge needed for teaching problem solving. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01