Teacher Knowledge and Learning "In-situ": A Case Study of the Long Division Algorithm

Autor/inn/en	Takker, Shikha; Subramaniam, K.
Titel	Teacher Knowledge and Learning "In-situ": A Case Study of the Long Division Algorithm
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 3, S.1-20, Artikel 1 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Teacher Characteristics; Case Studies; Arithmetic; Mathematics Teachers; Grade 4; Elementary School Mathematics; Elementary School Teachers; Teaching Methods; Knowledge Base for Teaching; Intervention; Thinking Skills; Problem Solving; Educational Change; Mathematics Instruction; Foreign Countries; Faculty Development; Curriculum Development; Observation; Semi Structured Interviews; India + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Elementary school; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Denkfähigkeit; Problemlösen; Bildungsreform; Mathematics lessons; Mathematikunterricht; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Beobachtung; Indien
Abstract	The aim of the study reported in this paper was to explore and enhance experienced school mathematics teachers' knowledge of students'thinking, as it is manifested in practice. Data were collected from records of classroom observations, interviews with participating teachers, and weekly teacher-researcher meetings organized in the school. In this paper, we discuss the mathematical challenges faced by a primary school teacher as she attempts to unpack the structure of the division algorithm, while teaching in a Grade 4 classroom. Through this case study, we exemplify how a focus on mathematical knowledge for teaching 'in situ' helped in triggering a change in the teacher's well-formed knowledge and beliefs about the teaching and learning of the division algorithm, and related students' capabilities. We argue that in the context of educational reform, an analysis of knowledge demands placed on the teacher helps in understanding and supporting teachers' work. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01