Literaturnachweis - Detailanzeige
| Autor/inn/en | Taylor, Cynthia E.; Smith, Ryan C. |
|---|---|
| Titel | Secondary Mathematics Teacher Educators' Interpretations of the Situative Perspective |
| Quelle | In: The Mathematics Educator, 28 (2019) 2, S.52-75 (24 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1062-9017 |
| Schlagwörter | Secondary School Mathematics; Secondary School Teachers; Mathematics Teachers; Teacher Educators; Pedagogical Content Knowledge; Preservice Teacher Education; Methods Courses; Context Effect; Teacher Attitudes; Teaching Methods |
| Abstract | In this study, we examined five mathematics teacher educators' (MTEs') interpretation of the situative perspective, who self-identify as holding that perspective. Furthermore, we share how they designed and facilitated their secondary mathematics methods course pertaining to the activities they identified as most important for the course. We discuss the participants' two interpretations of the perspective rooted in the context of teaching and the act of teaching, which seemed to influence their approach to topics of equity but not the types of activities they identified as being most important. Overall, findings from this study indicate there is diversity with respect to how the five MTEs interpret the situative perspective, and that diversity seems to be contextual. (As Provided). |
| Anmerkungen | Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail: mesaprez@gmail.com; Web site: http://tme.journals.libs.uga.edu/index.php/tme/index |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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