Woo! Aesthetic Variations of the "Same" Lesson [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Dietiker, Leslie; Richman, Andrew S.; Brakoniecki, Aaron; Miller, Elyssa R.
Titel	Woo! Aesthetic Variations of the "Same" Lesson [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Teacher Role; Mathematics Teachers; Teaching Methods; Student Reaction; Student Attitudes; Algebra; Experienced Teachers; Observation; Video Technology; Textbooks; Mathematical Concepts; Concept Formation; Story Telling; Aesthetics + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lehrerrolle; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerkritik; Schülerverhalten; Beobachtung; Textbook; Text book; Schulbuch; Lehrbuch; Concept learning; Begriffsbildung; Ästhetik
Abstract	Efforts to enhance the aesthetic impact of mathematics lessons must account for the role of teachers in shaping the unfolding mathematical content of their enacted lessons. In this paper, we draw from Dietiker (2015) to describe differences in the mathematical stories of the enacted lessons of two veteran teachers teaching the same lesson. We identify connections between these differences and the variations in student experiences as illustrated by visible student reactions. [For the complete proceedings, see ED583608.] (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