Literaturnachweis - Detailanzeige
| Autor/inn/en | Dreher, Anika; Kuntze, Sebastian; Lerman, Stephen |
|---|---|
| Titel | Why Use Multiple Representations in the Mathematics Classroom? Views of English and German Preservice Teachers |
| Quelle | In: International Journal of Science and Mathematics Education, 14 (2016), S.363-382 (20 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1571-0068 |
| DOI | 10.1007/s10763-015-9633-6 |
| Schlagwörter | Foreign Countries; Mathematics Instruction; Preservice Teachers; Student Attitudes; Faculty Development; Cultural Influences; Mathematical Concepts; Concept Formation; Teacher Education; Cultural Differences; Cross Cultural Studies; Teaching Methods; Germany; United Kingdom (England) |
| Abstract | Dealing with multiple representations and their connections plays a key role for learners to build up conceptual knowledge in the mathematics classroom. Hence, professional knowledge and views of mathematics teachers regarding the use of multiple representations certainly merit attention. In particular, investigating such views of preservice teachers affords identifying corresponding needs for teacher education. However, specific empirical research is scarce. Taking into account the possible role of culture, this study consequently focuses on views about using multiple representations held by more than 100 English and more than 200 German preservice teachers. The results indicate that there are culture-dependent aspects of preservice teachers' views, but also that there are common needs for professional development. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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