Insights on the Relationships between Mathematics Knowledge for Teachers and Curricular Material [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/inn/en	Preciado-Babb, Paulino; Metz, Martina; Sabbaghan, Soroush; Davis, Brent
Titel	Insights on the Relationships between Mathematics Knowledge for Teachers and Curricular Material [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Curriculum; Knowledge Base for Teaching; Interviews; Teaching Methods; Mathematical Concepts; Concept Formation; Elementary School Teachers; Faculty Development; Foreign Countries; Curriculum Implementation; Guides; Student Evaluation; Grading; Inquiry; Problem Solving; Canada (Calgary) + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Handbuch; Leitfaden; Schulnote; Studentische Bewertung; Notengebung; Problemlösen
Abstract	This study reports teachers' insights and challenges after one year of adopting a curricular material designed to move students through carefully engineered, small steps and encourage learners through success and accessible challenges. The analysis of interviews showed that teachers 'followed' the material in different ways, not necessary in-line with its underlying principles. Two of these principles--bonusing and breaking down concepts into smaller elements--were particularly difficult for many teachers, suggesting the need of a specific teachers' mathematical knowledge. [The authors acknowledge the support provided by Canadian Oil Sands Limited. For the complete proceedings, see ED583989.] (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