Mathematics Teachers Investigating Reasoning and Sense Making in Their Teaching [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).

Autor/in	Keazer, Lindsay M.
Titel	Mathematics Teachers Investigating Reasoning and Sense Making in Their Teaching [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).
Quelle	(2012), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Action Research; Inquiry; Academic Standards; Teaching Methods; Educational Change; Alignment (Education); Teaching Experience; Mathematical Logic; Teacher Attitudes; High Schools; Secondary School Teachers; Comprehension + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Mathematical logics; Mathematische Logik; Lehrerverhalten; High school; Oberschule; Verstehen; Verständnis
Abstract	The purpose of this study was to generate an understanding of the experiences of mathematics teachers examining recommendations for Reasoning and Sense Making (NCTM, 2009) and investigating them in their practice. Narrative inquiry incorporates the voices of teachers and illustrates the phenomenon studied through narratives of participants' experiences. This paper presents the findings through four analogies that convey abbreviated narratives of teachers' experiences enacting recommendations for Reasoning and Sense Making. [For the complete proceedings, see ED584829.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01