Literaturnachweis - Detailanzeige
Autor/in | Chapman, Olive |
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Titel | Reflective Awareness in Mathematics Teachers' Learning and Teaching |
Quelle | In: EURASIA Journal of Mathematics, Science & Technology Education, 11 (2015) 2, S.313-324 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1305-8223 |
Schlagwörter | Reflective Teaching; Mathematics Instruction; Elementary School Teachers; Mathematics Teachers; Teaching Methods; Correlation; Educational Research; Faculty Development; Learning Processes; Knowledge Base for Teaching; Pedagogical Content Knowledge; Problem Solving; Questionnaires Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Bildungsforschung; Pädagogische Forschung; Learning process; Lernprozess; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Problemlösen; Fragebogen |
Abstract | The nature of mathematics teachers' knowledge specific to teaching mathematics [MTK] is of ongoing concern in mathematics education research. This article contributes to our under-standing of this knowledge with particular focus on reflective awareness. It discusses MTK based on ways it has been used in research. It highlights reflective awareness as a central aspect of MTK based on a study of elementary school mathematics teachers' learning and teaching associated with a self-directed professional development initiative to transform their teaching to an inquiry-based perspective. Research questions focused on how this initiative supported reflective awareness in the teachers' learning and teaching. Findings indicated that engaging in self-based and meaning-based questioning and creating pedagogical models were central to the teachers' learning and use of reflective awareness. Their knowledge of reflective awareness as a way of knowing was important to their development of an inquiry stance and knowledge of mathematics for teaching and mathematics pedagogy. (As Provided). |
Anmerkungen | EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |