The Influence of Attention on Mathematical Knowledge of Teachers and Lecturers: A Comparison

Autor/inn/en	Klymchuk, Sergiy; Thomas, Michael O. J.
Titel	The Influence of Attention on Mathematical Knowledge of Teachers and Lecturers: A Comparison
Quelle	In: International Journal of Mathematical Education in Science and Technology, 42 (2011) 7, S.1011-1020 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2011.607246
Schlagwörter	Mathematics Education; Teaching Styles; Teacher Characteristics; Knowledge Base for Teaching; Pedagogical Content Knowledge; Influences; Predictor Variables; Secondary School Teachers; College Faculty; Attention; Mathematical Applications; Emotional Intelligence; Articulation (Education); Developmental Studies Programs; Calculus; Questionnaires; Teacher Surveys; New Zealand + Suchen Sie Ihr Suchwort? Mathematische Bildung; Lehrstil; Unterrichtsstil; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Influence; Einfluss; Einflussfaktor; Prädiktor; Fakultät; Aufmerksamkeit; Angewandte Mathematik; Innermathematische Anwendung; Emotionale Intelligenz; Articulation; Artikulation (Ling); Artikulation; Aussprache; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Fragebogen; Neuseeland
Abstract	This article reports on some findings from the project "Analysing the Transition from Secondary to Tertiary Education in Mathematics". One of the key variables in the school to university transition is the teacher/lecturer, and here, we deal with the data analysing secondary teachers' and tertiary lecturers' responses to four mathematics questions. Elsewhere, we consider knowledge, preparedness, teaching style, etc., but this article tracks the ability to use mathematical procedures. We hypothesize that this is a function of what we pay attention to, as described in Mason's discipline of noticing. The results reveal that many teachers and lecturers fail to notice the necessary conditions for problems that imply that procedures are not always applicable. Possible reasons for this along with implications for student learning are discussed. (Contains 2 tables and 8 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10