A Processes Approach to Mathematical Knowledge for Teaching: The Case of a Beginning Teacher [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).

Autor/inn/en	Heid, M. Kathleen; Grady, Maureen; Karunakaran, Shiv; Jairam, Ashley; Freeburn, Ben; Lee, Younhee
Titel	A Processes Approach to Mathematical Knowledge for Teaching: The Case of a Beginning Teacher [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).
Quelle	(2012), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Pedagogical Content Knowledge; Mathematical Logic; Mathematics Teachers; Beginning Teachers; Secondary School Teachers; Secondary School Mathematics; Problem Solving; Observation; Teacher Characteristics; Secondary School Students; Teacher Student Relationship; Interviews; Learner Engagement; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Mathematical logics; Mathematische Logik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Problemlösen; Beobachtung; Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examines the connection between mathematical knowledge (described as a teacher's engagement in mathematical processes and actions on the products of those processes) used by a beginning secondary mathematics teacher (Fiona) in her personal mathematical problem solving and the mathematics in which she engaged her students in her classroom instruction. This Process and Action approach involved analysis of Fiona's use of four mathematical process/product pairs (justifying/justification, generalizing/generalization, defining/definition, and representing/representation). Two themes arose in the analysis of interview and classroom observation data: (a) Although able to do so, Fiona did not regularly engage in processes in her personal mathematics or classroom mathematics, and (b) Fiona focused on selected features of a product or mathematical object rather than attending to all relevant features. [For the complete proceedings, see ED584829.] (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