A Teacher's Conception of Definition and Use of Examples When Doing and Teaching Mathematics

Autor/inn/en	Johnson, Heather Lynn; Blume, Glendon W.; Shimizu, Jeanne K.; Graysay, Duane; Konnova, Svetlana
Titel	A Teacher's Conception of Definition and Use of Examples When Doing and Teaching Mathematics
Quelle	In: Mathematical Thinking and Learning: An International Journal, 16 (2014) 4, S.285-311 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2014.953018
Schlagwörter	Beginning Teachers; Mathematics Teachers; Mathematics Instruction; Pedagogical Content Knowledge; Teaching Methods; Definitions; Mathematical Concepts; Case Studies; Teacher Attitudes; Interpretive Skills; Interviews + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Begriffsbestimmung; Case study; Fallstudie; Case Study; Lehrerverhalten; Interpretationsmethode; Interviewing; Interviewtechnik
Abstract	To contribute to an understanding of the nature of teachers' mathematical knowledge and its role in teaching, the case study reported in this article investigated a teacher's conception of a metamathematical concept, definition, and her use of examples in doing and teaching mathematics. Using an enactivist perspective on mathematical knowledge, the authors give an account of the case of Lily, a prospective, then beginning, teacher who conceived of mathematical definition as an object with particular form and function and engaged in purposeful, specialized use of examples when doing and teaching mathematics. Lily's case illustrates how a teacher's interpretation of examples (as exemplifications or single instances) and conception of the form and function of definitions can influence her doing and teaching mathematics. An implication is that teacher preparation should foster teachers' abilities to use examples purposefully to provide students with rich opportunities to engage in mathematical processes such as defining. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10