Data Praxis: Teacher Educators Using Data to Inform and Enhance Pre-Service Teacher Mathematics

Autor/inn/en	Sellings, Peter; Brandenburg, Robyn
Titel	Data Praxis: Teacher Educators Using Data to Inform and Enhance Pre-Service Teacher Mathematics
Quelle	In: Mathematics Teacher Education and Development, 20 (2018) 3, S.61-79 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Preservice Teacher Education; Mathematics Education; Praxis; Data; Decision Making; Undergraduate Study; Preservice Teachers; Misconceptions; Pedagogical Content Knowledge; Student Attitudes + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Mathematische Bildung; Daten; Decision-making; Entscheidungsfindung; Grundstudium; Missverständnis; Pädagogische Kompetenz; Schülerverhalten
Abstract	This paper explores how data can shape and enhance mathematics learning and teaching in an initial teacher education Learning and Teaching Mathematics Course for First Bachelor of Education preservice teachers in a Regional University. The implementation of a 'data praxis' approach to teaching, required the development of a custom-designed suite of data gathering tools and approaches to inform our mathematics teaching and enhance pre-service teacher mathematical learning, underpinned the conduct of the study. Praxis required the teacher educators to constantly and systematically interact with the data sets and refine the pedagogical approaches to mathematics teaching and learning. The results of this research highlight the gains that students made and the challenges for teacher educators who choose a data based approach. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01