A Conceptual Synthesis on Approximations of Practice [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/inn/en	Sapkota, Bima; Max, Brooke
Titel	A Conceptual Synthesis on Approximations of Practice [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teachers; Teacher Education Programs; Learning Processes; Research Reports; Mathematics Instruction; Mathematics Teachers; Teacher Educators; Educational Practices; Futures (of Society); Preservice Teacher Education; Authentic Learning; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Research report; Forschungsbericht; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungspraxis; Future; Society; Zukunft; Lehramtsstudiengang
Abstract	Approximations of practice create valuable opportunities for preservice teachers (PSTs) by engaging them in components of teaching. By reviewing the literature, this study explored PSTs' learning through approximations and the extent approximated practices preserve the complexity -- or authenticity -- of teaching. A review of 25 empirical studies related to approximations of mathematics teaching indicated that mathematics teacher educators are currently exploring an expansion of opportunities through approximations wherein PSTs could experience a higher degree of authenticity. The existing conceptualization of authenticity emphasizes the complexity of practices but overlooks how approximated practices prepare PSTs for their future teaching. An alternative definition is proposed for the emerging conceptualization of authenticity to highlight how PSTs' learning through approximations prepares them for their future teaching. [For the complete proceedings, see ED630060.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01