Learning in Good Company: Report on a Pilot Study.

Autor/inn/en	Featherstone, Helen; und weitere
Institution	National Center for Research on Teacher Learning, East Lansing, MI.
Titel	Learning in Good Company: Report on a Pilot Study.
Quelle	(1993), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Constructivism (Learning); Demonstration Programs; Education Courses; Elementary School Mathematics; Elementary School Teachers; Grade 3; Higher Education; Interactive Video; Learning Strategies; Methods Courses; Primary Education; Teacher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Fortbildungskurs; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interaktives Video; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Methodisch-didaktische Anleitung; Primarbereich; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This report describes the first year of an ongoing intervention study and the learning of a group of teachers who are working together to make changes in the ways they teach mathematics. The document presents a vision of mathematics education based on research in cognitive psychology which indicates that learners construct knowledge rather than being passive receivers of knowledge. When reflecting on their beginning efforts, the researchers found that several assumptions in their planned interventions were not borne out by the group's experience. The subject matter content (integers) posed major difficulties for several of the teachers. The teachers' interest in talking about their own practices strongly influenced the group's interactions. Collectively, the teachers and researchers created a learning community that was grounded in watching videotapes of mathematics teaching in a third grade classroom and discussing ideas about teaching and learning in ways that were different from their own experiences as teachers and students. Here, the researchers pose a set of conjectures that serve as a framework for the continuing collaboration of this group of educators' inquiry into non-traditional approaches in the teaching and learning of mathematics. (LL)
Anmerkungen	Publications Clerk, National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($5.68).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC