Learning to Leverage Children's Multiple Mathematical Knowledge Bases in Mathematics Instruction

Autor/inn/en	Turner, Erin E.; Foote, Mary Q.; Stoehr, Kathleen Jablon; McDuffie, Amy Roth; Aguirre, Julia Maria; Bartell, Tonya Gau; Drake, Corey
Titel	Learning to Leverage Children's Multiple Mathematical Knowledge Bases in Mathematics Instruction
Quelle	In: Journal of Urban Mathematics Education, 9 (2016) 1, S.48-78 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-2612
Schlagwörter	Mathematics; Mathematics Instruction; Preservice Teachers; Elementary School Mathematics; Elementary School Students; Mathematical Logic; Thinking Skills; Teacher Education; Mathematics Education; Case Studies; Teacher Education Programs; Methods Courses; Scaffolding (Teaching Technique); Children; Urban Schools; Suburban Schools; Foreign Countries; Knowledge Base for Teaching; Mexico + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Mathematical logics; Mathematische Logik; Denkfähigkeit; Lehrerausbildung; Lehrerbildung; Mathematische Bildung; Case study; Fallstudie; Case Study; Methodisch-didaktische Anleitung; Child; Kind; Kinder; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Ausland; Teaching theory; Theory of teaching; Unterrichtstheorie; Mexiko
Abstract	In this article, the authors explore prospective elementary teachers' engagement with and reflection on activities they conducted to learn about a single child from their practicum classroom. Through these activities, prospective teachers learned about their child's mathematical thinking and the interests, competencies, and resources she or he brought to the mathematics classroom, and then wrote reports that included instructional suggestions as to next steps to further the child's growth in mathematics. The authors' analyses of these reports indicate that there were a variety of ways which prospective teachers made connections to one or more of their child's knowledge bases. In a high percentage of cases, prospective teachers attended to one of these knowledge bases, indicating that they were attending to particularities about their child and developing the dispositions to continue to do so. Implications for research and practice are discussed. (As Provided).
Anmerkungen	Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail: jumeinfo@gsu.edu; Web site: http://ed-osprey.gsu.edu/ojs/index.php/jume
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01