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| Autor/in | Oslund, Joy A. |
|---|---|
| Titel | Mathematics-for-Teaching: What Can Be Learned from the Ethnopoetics of Teachers' Stories? |
| Quelle | In: Educational Studies in Mathematics, 79 (2012) 2, S.293-309 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1954 |
| DOI | 10.1007/s10649-011-9348-8 |
| Schlagwörter | Stellungnahme; Mathematics Education; Teacher Characteristics; Anthropology; Personal Narratives; Linguistics; Inquiry; Models; Teacher Educators; Electronic Learning |
| Abstract | The purpose of this article is to consider what methods from ethnopoetics--a field at the intersection of linguistics and anthropology--may add to narrative inquiry in mathematics education. I build a theoretical framework to argue for the use of narrative inquiry and ethnopoetics in studies of teacher knowledge. I report ethnopoetic analyses of two teachers' narratives and what they suggest regarding their knowledge of mathematics-for-teaching. (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 | 2017/4/10 |
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