Journal Writing in a Mathematics Capstone Course for Prospective Secondary Teachers: Future Teachers Making Connections

Autor/in	Rogers, Kimberly Cervello
Titel	Journal Writing in a Mathematics Capstone Course for Prospective Secondary Teachers: Future Teachers Making Connections
Quelle	In: PRIMUS, 24 (2014) 6, S.465-479 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2013.876477
Schlagwörter	Preservice Teacher Education; Secondary School Curriculum; Mathematics Education; Journal Writing; Writing Assignments; Course Descriptions; Curriculum Implementation; Knowledge Base for Teaching; Grading; Prior Learning; Articulation (Education); Curriculum Development + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Mathematische Bildung; Zeitschriftenaufsatz; Kursstrukturplan; Teaching theory; Theory of teaching; Unterrichtstheorie; Notengebung; Schulnote; Vorkenntnisse; Articulation; Artikulation (Ling); Artikulation; Aussprache; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	In the context of a Capstone course for prospective secondary teachers (PSTs) of mathematics, this paper examines how a journal assignment was implemented and how it can help us understand PSTs' views of mathematics and mathematics teaching. First, the course design and specifics of the assignment are described. Then, details about implementation of the assignment are included. Finally, affordances of incorporating this type of assignment are discussed with examples of PSTs' responses. The identified benefits include PSTs: (a) connecting new mathematical ideas to their prior knowledge; (b) identifying what they do not know; and (c) articulating the importance of reasoning and proving in mathematics teaching and learning. These benefits support the notion that using a journal assignment in mathematics content courses designed for PSTs can help them develop a profound understanding of mathematics content and practices. (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10