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Teacher education seeks to transform prospective and/or practicing teachers from neophyte possibly uncritical perspectives on teaching and learning to more knowledgeable, adaptable, analytic, insightful, observant, resourceful, reflective and confident professionals ready to address whatever challenges teaching secondary mathematics presents. This transformation occurs optimally through constructive engagement in tasks that foster knowledge for teaching secondary mathematics. Ideally such tasks provide a bridge between theory and practice, and challenge, surprise, disturb, confront, extend, or…mehr

Produktbeschreibung
Teacher education seeks to transform prospective and/or practicing teachers from neophyte possibly uncritical perspectives on teaching and learning to more knowledgeable, adaptable, analytic, insightful, observant, resourceful, reflective and confident professionals ready to address whatever challenges teaching secondary mathematics presents. This transformation occurs optimally through constructive engagement in tasks that foster knowledge for teaching secondary mathematics. Ideally such tasks provide a bridge between theory and practice, and challenge, surprise, disturb, confront, extend, or provoke examination of alternatives, drawn from the context of teaching. We define tasks as the problems or activities that, having been developed, evaluated and refined over time, are posed to teacher education participants. Such participants are expected to engage in these tasks collaboratively, energetically, and intellectually with an open mind and an orientation to future practice. The tasks might be similar to those used by classroom teachers (e.g., the analysis of a graphing problem) or idiosyncratic to teacher education (e.g., critique of videotaped practice). This edited volume includes chapters based around unifying themes of tasks used in secondary mathematics teacher education. These themes reflect goals for mathematics teacher education, and are closely related to various aspects of knowledge required for teaching secondary mathematics. They are not based on the conventional content topics of teacher education (e.g., decimals, grouping practices), but on broad goals such as adaptability, identifying similarities, productive disposition, overcoming barriers, micro simulations, choosing tools, and study of practice. This approach is innovative and appeals both to prominent authors and to our target audiences.

Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GB, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.

  • Produktdetails
  • Verlag: Springer-Verlag GmbH
  • Erscheinungstermin: 11.04.2011
  • Englisch
  • ISBN-13: 9780387098128
  • Artikelnr.: 37288369
Autorenporträt
Orit Zaslavsky is an Associate Professor of Mathematics Education at the Department of Education in Technology and Science, Technion - Israel Institute of Technology. She directed several wide scope national professional development projects for secondary mathematics teachers, and teaches undergraduate and graduate courses for prospective and practicing mathematics teachers. Her main research and development projects include: The Interplay between Teachers' Use of Instructional Examples in Mathematics and Students' Learning (3-year study funded by the Israel Science Foundation); and a 5-year national program for promoting excellence and motivating and advancing the potential of high achieving students in learning mathematics (the program focuses on the preparation of secondary teachers to meet these goals).
Inhaltsangabe
From the contents:
- Introduction
- Varying, Adapting and Considering Alternatives
- Classification and Noticing Similarities and Differences
- Conflict, Dilemmas and Their Resolution
- Designing and Solving Problems
- Learning from the Study of Practice
- Selecting and Using Appropriate Tools for Teaching
- Identifying and Overcoming Barriers to Student Learning and Becoming Sensitive to Students' Thinking and Inventive Ideas
- Sharing and Revealing Self, Peer, and Student Dispositions
- Summary