Experiencing a Mathematical Problem-Solving Teaching Approach: Opportunities to Identify Ambitious Teaching Practices

Autor/inn/en	Bailey, Judy; Taylor, Merilyn
Titel	Experiencing a Mathematical Problem-Solving Teaching Approach: Opportunities to Identify Ambitious Teaching Practices
Quelle	In: Mathematics Teacher Education and Development, 17 (2015) 2, S.111-124 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Mathematics Instruction; Teaching Methods; Mathematical Concepts; Problem Solving; Novices; Mathematics Teachers; Preservice Teacher Education; Thinking Skills; Mathematics Skills; Elementary School Teachers; Foreign Countries; Teacher Attitudes; Futures (of Society); Focus Groups; New Zealand + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Elementary school; Grundschule; Volksschule; Ausland; Lehrerverhalten; Future; Society; Zukunft; Neuseeland
Abstract	Learning to teach is a complex matter, and many different models of pre-service teacher education have been used to support novice teachers' preparation for the classroom. More recently there have been calls for a focus on core high-leverage teaching practices and for novice teachers to engage in representations, decompositions, and approximations of practice. This study focuses on novice teachers' learning about core high-leverage teaching practices through engaging in a problem-solving approach to explore the learning and teaching of mathematics. Findings indicate experiencing this approach is an important first step towards novice teachers' learning about practices congruent with an ambitious teaching agenda such as justifying mathematical reasoning, emphasising conceptual understanding, and catering for all learners. Novice teachers also began to envisage how such ambitious mathematics pedagogies could be enacted in their future practice. (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: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01