Literaturnachweis - Detailanzeige
Autor/inn/en | Heyd-Metzuyanim, Einat; Munter, Charles; Greeno, James |
---|---|
Titel | Conflicting Frames: A Case of Misalignment between Professional Development Efforts and a Teacher's Practice in a High School Mathematics Classroom |
Quelle | In: Educational Studies in Mathematics, 97 (2018) 1, S.21-37 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Heyd-Metzuyanim, Einat) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1954 |
DOI | 10.1007/s10649-017-9777-0 |
Schlagwörter | Faculty Development; Mathematics Instruction; Secondary School Mathematics; Teaching Methods; Lesson Plans; Grade 11; Grade 12; Algebra; Mathematical Formulas; Mathematics Teachers Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Mathematische Formel; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende |
Abstract | We examine the case of a lesson planning session within the context of professional development for dialogic instruction, and the lesson enacted following this session, which was intended to provide opportunities to 11th and 12th grade algebra students to explore polynomial functions in terms of their roots and linear factors. Our goal was, through the close analysis of the planning and enactment of the lesson, to gain deeper understanding of how the two participants were framing mathematical learning and how such different frames may explain the disparity between the planned lesson and its outcome. The analysis and discussion point to the complexities of supporting teachers in transitioning from a "doing" frame to an "exploring" frame. (As Provided). |
Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |