Professional Learning in Mathematical Reasoning: Reflections of a Primary Teacher [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016).

Autor/inn/en	Herbert, Sandra; Widjaja, Wanty; Bragg, Leicha A.; Loong, Esther; Vale, Colleen
Institution	Mathematics Education Research Group of Australasia
Titel	Professional Learning in Mathematical Reasoning: Reflections of a Primary Teacher [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Professional Education; Elementary School Mathematics; Elementary School Teachers; Mathematical Logic; Case Studies; Faculty Development; Program Effectiveness; Interviews; Concept Mapping; Demonstrations (Educational); Assistant Principals; Teaching Experience; Experimental Teaching; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Berufsausbildung; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematical logics; Mathematische Logik; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Concept Map; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Principal; Principals; Stellvertretende Schulleitung; Experimentalunterricht; Experimentelle Pädagogik; Ausland; Australien
Abstract	Reasoning is an important aspect in the understanding and learning of mathematics. This paper reports on a case study presenting one Australian primary teacher's reflections regarding the role played by a professional learning program in her developing understanding of mathematical reasoning. Examination of the transcripts of two interviews identified changes in her perceptions of mathematical reasoning by mapping interview responses against the Mathematical Reasoning Framework (Herbert et al., 2015). This change indicates that a well planned program of professional learning based on a demonstration is efficacious in developing teachers' understanding of mathematical reasoning. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01