Learning to Teach in the Figured World of Reform Mathematics: Negotiating New Models of Identity

Autor/inn/en	Ma, Jasmine Y.; Singer-Gabella, Marcy
Titel	Learning to Teach in the Figured World of Reform Mathematics: Negotiating New Models of Identity
Quelle	In: Journal of Teacher Education, 62 (2011) 1, S.8-22 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487110378851
Schlagwörter	Mathematics Education; Mathematics Teachers; Mathematics Instruction; Teaching Methods; Learning Strategies; Elementary Education; Preservice Teacher Education; Identification; Models; Educational Change; Longitudinal Studies; Data Analysis; Teacher Student Relationship; Higher Education; Universities + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Elementarunterricht; Lehramtsstudiengang; Lehrerausbildung; Identifikation; Identifizierung; Analogiemodell; Bildungsreform; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Auswertung; Teacher student relationships; Lehrer-Schüler-Beziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität
Abstract	Starting from the assertion that traditional and reform mathematics pedagogy constitute two distinct figured worlds of teaching and learning, the authors explore the initiation of prospective teachers into the figured world of reform mathematics pedagogy. To become successful teachers in reform-oriented classrooms, prospective teachers must learn more than pedagogical tools and moves: They must understand what it is to participate in the figured world of reform pedagogy, develop models of identities for participants in this world, and negotiate new constructions of mathematics. In this article the authors present three episodes from an elementary mathematics teacher education class where positions of "teacher" and "child" were offered by instructors in activities designed to approximate practice in the reform figured world. Students negotiated new models of identity and conceptions of mathematics as they took up these positions in varying ways. (Contains 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10