Mathematics classrooms as co-operative learning communities: teachers observe, reflect and act on the mathematical realities.

Autor/in	Pearn, Catherine
Titel	Mathematics classrooms as co-operative learning communities: teachers observe, reflect and act on the mathematical realities.
Quelle	Aus: Papers of the 25th ATEE Annual Conference. Barcelona: ATEE (2000) S. 553-560Verfügbarkeit
Beigaben	Literaturangaben 14
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Beobachtung; Methode; Hospitation; Lernen; Mathematikunterricht; Bewertung; Kooperation; Australien
Abstract	A professional development programme, Clinical Approaches to Mathematics Assessment, was designed to assist teachers develop advanced skills in identifying students' specific mathematics learning needs and then tailoring programmes to address those needs. Using these skills teachers were encouraged to observe, reflect and act on the mathematical realities of their students. The main aim of Clinical Approaches to Mathematics Assessment was to develop and refine teachers' observational and interpretive skills using clinical assessment methods. This paper discusses the way skills developed in the programme assisted teachers to develop co-operative learning communities in their mathematics classrooms.- This contribution was submitted by the author as a paper for the 25th ATEE Annual Conference in Barcelona 2000. (DIPF/orig./Ba.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)