Teaching Mathematics as Deliberate Practice through Public Lessons

Autor/inn/en	Han, Xue; Paine, Lynn
Titel	Teaching Mathematics as Deliberate Practice through Public Lessons
Quelle	In: Elementary School Journal, 110 (2010) 4, S.519-541 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/651194
Schlagwörter	Foreign Countries; Teaching Skills; Knowledge Base for Teaching; Elementary School Teachers; Mathematics Instruction; Elementary School Mathematics; Teaching Methods; Mathematical Concepts; China + Suchen Sie Ihr Suchwort? Ausland; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this article we examine the activities of 2 public lessons prepared and conducted by a group of elementary school teachers in China. We employ the conceptual lens of deliberate practice to understand how the public lesson activities possibly contributed to improvement of the teachers' knowledge and instructional performance. We found that teaching mathematics as deliberate practice through public lessons gave the teachers an opportunity to refine their instruction in 3 core aspects that included designing appropriate mathematical tasks for students, teaching the difficult mathematical idea, and using mathematically, pedagogically appropriate language. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journal.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10