Literaturnachweis - Detailanzeige
Autor/in | Sevinc, Serife |
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Titel | Knowledge-in-Action for Crafting Mathematics Problems in Realistic Contexts |
Quelle | In: Journal of Mathematics Teacher Education, 26 (2023) 4, S.533-565 (33 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Sevinc, Serife) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1386-4416 |
DOI | 10.1007/s10857-022-09541-8 |
Schlagwörter | Mathematics Instruction; Problem Solving; Middle School Teachers; Preservice Teachers; Pedagogical Content Knowledge; Context Effect; Mathematics Teachers; Epistemology; Interdisciplinary Approach; Preservice Teacher Education Mathematics lessons; Mathematikunterricht; Problemlösen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Mathematics; Mathematik; Erkenntnistheorie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehramtsstudiengang; Lehrerausbildung |
Abstract | This study articulates the epistemological support of reflective practices for the professional practice of crafting mathematics problems in realistic contexts. The data were collected from 15 middle school pre-service mathematics teachers in two semesters as they were generating problems and engaging in three reflective practices, which served to elicit their knowledge-in-action. The prospective teachers' reflections indicated that the knowledge-in-action for crafting realistic mathematics problems encompassed various but particular forms of the content; that is, pedagogical, curricular, and interdisciplinary forms of the content. Thus, particularly for the professional practice of crafting realistic mathematics problems, the prospective teachers identified epistemological supports that blended not only content and pedagogy but also other knowledge dimensions, which have crucial implications for mathematics teacher education. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |