A DNR perspective on mathematics curriculum and instruction. Part II: With reference to teacher's knowledge base.

Autor/in	Harel, Guershon
Titel	A DNR perspective on mathematics curriculum and instruction. Part II: With reference to teacher's knowledge base.
Quelle	In: ZDM : mathematics education, 40 (2008) 5, S. 893-907 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-008-0146-4
Schlagwörter	Wissen; Notwendigkeit; Denken; Psychologie; Verstehen; Lehrer; Mathematikunterricht; Qualität; Theorie; Wiederholung
Abstract	Two questions are on the mind of many mathematics educators; namely: What is the mathematics that we should teach in school? and how should we teach it? This is the second in a series of two papers addressing these fundamental questions. The first paper (Harel, G: in ZDM 40, No. 3, 487-500 (2008), ME 2009f.00271) focuses on the first question and this paper on the second. Collectively, the two papers articulate a pedagogical stance oriented within a theoretical framework called DNR-based instruction in mathematics. The relation of this paper to the topic of this Special Issue is that it defines the concept of teacher's knowledge base and illustrates with authentic teaching episodes an approach to its development with mathematics teachers. This approach is entailed from DNR's premises, concepts, and instructional principles, which are also discussed in this paper.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2010/4