A General Theory of Instruction to Assist the Professional Development of Beginning Mathematics Teachers [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	Forrest, Denise B.; Hitt, Austin M.
Titel	A General Theory of Instruction to Assist the Professional Development of Beginning Mathematics Teachers [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	Faculty Development; Beginning Teachers; Mathematics Teachers; Mathematics Instruction; Preservice Teachers; Preservice Teacher Education; Student Attitudes; Beliefs; Teacher Effectiveness; Mathematical Concepts; Teaching Methods; Methods Courses; South Carolina + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Belief; Glaube; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Methodisch-didaktische Anleitung
Abstract	In this paper we discuss how a general theory of instruction called Concept-Focused Instruction (CFI) can assist in the professional development of prospective teachers. CFI provides prospective teachers with a foundation and logical decision-making process for selecting, designing, and teaching mathematics. First, we provide a theoretical and practical context for having a theory of instruction. This leads into a description of the theory. The background and three core principles are provided, in particular in the context of the university methods course. The paper concludes with an overview of the findings and areas for future development. [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