Enhancing Prospective Teachers' Knowledge of Learners' Intuitive Conceptions: The Case of "Same A--Same B"

Autor/in	Tsamir, Pessia
Titel	Enhancing Prospective Teachers' Knowledge of Learners' Intuitive Conceptions: The Case of "Same A--Same B"
Quelle	In: Journal of Mathematics Teacher Education, 8 (2005) 6, S.469-497 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-005-5119-8
Schlagwörter	Secondary School Mathematics; Preservice Teachers; Mathematics Education; Causal Models; Pedagogical Content Knowledge; Familiarity; Teacher Education; Intuition; Improvement Programs; Educational Research; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Mathematische Bildung; Kausalanalyse; Pädagogische Kompetenz; Lehrerausbildung; Lehrerbildung; Effizienzsteigerung; Bildungsforschung; Pädagogische Forschung
Abstract	This paper addresses the accumulating knowledge of prospective teachers of secondary school mathematics and their acquired proficiency during the course "Psychological aspects of mathematics education," in which we discussed theoretical models including the intuitive rules theory. Participants' performances are examined by means of an extensive report of two episodes, one during the course and one afterwards. These episodes marked different stages in the prospective teachers' analysis of their own and of students' solutions, which led me to conclude that exposing prospective teachers to the intuitive rules theory is important, since their familiarity with the theory provided them with a tool to reflect on their own mathematical solutions (subject matter knowledge; SMK), on others' solutions, and on the tasks (pedagogical content knowledge; PCK). (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10