Literaturnachweis - Detailanzeige
| Autor/inn/en | McGraw, Rebecca; Patterson, Cody L. |
|---|---|
| Titel | Contextualized Mathematics Problems and Transfer of Knowledge: Establishing Problem Spaces and Boundaries [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017). |
| Quelle | (2017), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Secondary School Teachers; Mathematics Teachers; Teacher Collaboration; Problem Solving; Group Discussion; Faculty Development; Video Technology; Audio Equipment; Teacher Role; Group Dynamics; Interaction |
| Abstract | In this study, we examine how inservice secondary mathematics teachers working together on a contextualized problem negotiate issues arising from the ill-structured nature of the problem such as what assumptions one may make, what real-world considerations should be taken into account, and what constitutes a satisfactory solution. We conceptualize the process of negotiating these questions as the construction of a "problem space," characterized by the boundary between considerations deemed relevant or essential to the problem and ones thought to be beyond the scope of the problem. We use data from group discussions of the problem to consider ways in which problem spaces are co-constructed by learners, instructors, and problem authors and how these problem spaces evolve over time. We conclude by discussing implications of these findings for the design and implementation of contextualized mathematics problems. [For complete proceedings, see ED581294.] (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 |
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