Community Math Stations as a Learning Opportunity for Preservice Teachers

Autor/in	Verzosa, Debbie Marie B.
Titel	Community Math Stations as a Learning Opportunity for Preservice Teachers
Quelle	In: PRIMUS, 31 (2021) 10, S.1052-1070 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2020.1809040
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Pedagogical Content Knowledge; Mathematics Instruction; Knowledge Base for Teaching; Foreign Countries; Secondary Education; Secondary School Mathematics; Problem Solving; Teaching Methods; Learning Activities; Scheduling; Elementary Education; Learning Centers (Classroom); Philippines + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Sekundarbereich; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Disposition; Elementarunterricht; Unterrichtsdifferenzierung; Philippinen
Abstract	This paper describes a project that sought to simultaneously facilitate the mathematical learning of both preservice teachers (PSTs) and schoolchildren. The project involved the organization of community Math Stations related to research-based number sense activities and was integrated within two university-level courses. This article describes strategies for addressing the challenges associated with organizing such a project and shows how the project contributed to the learning of PSTs with respect to content knowledge, pedagogical content knowledge, and general pedagogy. Suggestions for organizing a similar project in other settings are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01