Literaturnachweis - Detailanzeige
| Autor/inn/en | Amador, Julie; Weiland, Ingrid |
|---|---|
| Titel | Professional Noticing during Preservice Mathematics Lesson Study [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015). |
| Quelle | (2015), (6 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Communities of Practice; Teacher Education Programs; Meetings; Attention; Mathematics Instruction; Mathematical Logic; Teacher Role; Teaching Methods; Preservice Teachers; Prompting; Responses; Case Studies; Video Technology |
| Abstract | The purpose of this research was to understand how lesson study participants in a teacher education program professionally noticed as they engaged in meetings as a component of the professional development cycle. Specifically, the focus was on how the context of lesson study provided opportunity for professional noticing, defined as attending to students' mathematical thinking, analysing students' mathematical thinking, and deciding how to respond when teaching on the basis of students' thinking. Results indicated that the structured format of lesson study in the teacher education program both afforded and constrained the incidences of verbalizing professional noticing in a group setting. Findings provide perspective for structuring lesson study for use in teacher education programs to support professional noticing. [For the complete proceedings, see ED583989.] (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 | 2020/1/01 |
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