Knowledge Needed by a Teacher to Provide Analytic Scaffolding during Undergraduate Mathematics Classroom Discussions

Autor/inn/en	Speer, Natasha M.; Wagner, Joseph F.
Titel	Knowledge Needed by a Teacher to Provide Analytic Scaffolding during Undergraduate Mathematics Classroom Discussions
Quelle	In: Journal for Research in Mathematics Education, 40 (2009) 5, S.530-562 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Teaching Experience; Pedagogical Content Knowledge; Mathematics Instruction; Scaffolding (Teaching Technique); Case Studies; Knowledge Base for Teaching; Discussion (Teaching Technique); Inquiry; Calculus; Interviews; Educational Practices; Protocol Materials; Undergraduate Study + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Teaching theory; Theory of teaching; Unterrichtstheorie; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Interviewing; Interviewtechnik; Bildungspraxis; Unterrichtsprotokoll; Grundstudium
Abstract	Using case study analysis and a cognitive theoretical orientation, we examine elements of knowledge for teaching needed by a mathematician to orchestrate whole-class discussions in an undergraduate mathematics classroom. The instructor, an experienced teacher and mathematics researcher, used an inquiry-oriented curriculum to teach a differential equations course for the first time after teaching it with traditional lecture methods for many years. Examples of classroom teaching and interview data demonstrate that, despite having extensive teaching experience and possessing strong content knowledge, some instructors may still face challenges when trying to provide analytic scaffolding to move whole-class discussions toward a lesson's mathematical goals. We also hypothesize several component practices necessary for the successful use of analytic scaffolding. Our analysis focuses on the relationship between the instructor's pedagogical content knowledge and specialized content knowledge and his capacity to enact these component practices during whole-class discussions. (Contains 6 footnotes.) (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10