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  • Gebundenes Buch

The book is made up of 21 chapters from 25 presentations at the 23rd MAVI conference in Essen, which featured Alan Schoenfeld as keynote speaker. Of major interest to MAVI participants is the relationship between teachers' professed beliefs and classroom practice. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers' views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. The focus of the second section in this book deals with…mehr

Produktbeschreibung
The book is made up of 21 chapters from 25 presentations at the 23rd MAVI conference in Essen, which featured Alan Schoenfeld as keynote speaker. Of major interest to MAVI participants is the relationship between teachers' professed beliefs and classroom practice. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers' views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. The focus of the second section in this book deals with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. The third section of this book centers on the undercurrents of teaching and learning mathematics, what rises in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research. In this section, papers discuss attitudes towards assessment.
Autorenporträt
and professional development for in- and pre-service teachers. He has published more than fifty mathematical papers, more than eighty papers within educational journals and international proceedings of conferences. He has supervised more than 23 PhD graduate students in the last years.Joyce Peters-Dasdemir is working on her PHD in the group of Prof. Dr. Barzel at the faculty for Mathematics at the University of Duisburg-Essen and she is occupied as a scientific researcher of the German Center for Mathematics Teacher Education (DZLM). She is involved in multiplier programs and professional development programs for in- and pre-service teachers and is active in the field of development coordination. Her research interests are development and implementation of PD Centers, conceptual knowledge, beliefs of teachers about digital technology, the use of digital technology in mathematics and science teaching and the influence of professional development programs on teaching.Anne Möller is