Preservice Elementary Teachers' Uses of Mathematics Curriculum Materials: The Role of Disequilibrium and Human Resources [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (33rd, Reno, NV, Oct 20-23, 2011).

Autor/inn/en	Cross, Stephanie Behm; Lloyd, Gwendolyn M.
Titel	Preservice Elementary Teachers' Uses of Mathematics Curriculum Materials: The Role of Disequilibrium and Human Resources [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (33rd, Reno, NV, Oct 20-23, 2011).
Quelle	(2011), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teachers; Elementary School Teachers; Preservice Teacher Education; Mathematics Instruction; Textbooks; Mathematics Curriculum; Student Teaching; Human Resources; Higher Education; Familiarity; Standards; Geometry; Educational Change; Student Attitudes; Role + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Mathematics lessons; Mathematikunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Teaching practice; Unterrichtspraxis; Humankapital; Hochschulbildung; Hochschulsystem; Hochschulwesen; Standard; Geometrie; Bildungsreform; Schülerverhalten; Rollen
Abstract	Over the course of two years, data was collected focused on preservice elementary teachers' engagement with mathematics textbooks and curriculum materials in two contexts: (1) a university mathematics education course, and (2) student teaching. To frame the results and suggest opportunities for learning, Feiman-Nemser and Buchmann's (1985) critical analysis of experience in teacher education is utilized. These "pitfalls" of teacher education, or particular types of "inappropriate learning" are used as frames to help highlight important ideas from this research. Results indicate high levels of disequilibrium surrounding preservice teachers opportunities for learning, and also point to the importance of human resources during university coursework and fieldwork. Implications for teacher education are shared. [For the complete proceedings, see ED585874.] (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