Opportunities to Learn from (Advanced) Mathematical Coursework: A Teacher Perspective on Observed Classroom Practice

Autor/inn/en	Wasserman, Nicholas H.; McGuffey, William
Titel	Opportunities to Learn from (Advanced) Mathematical Coursework: A Teacher Perspective on Observed Classroom Practice
Quelle	In: Journal for Research in Mathematics Education, 52 (2021) 4, S.370-406 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Mathematics Instruction; Secondary School Teachers; Teaching Methods; Course Descriptions; Teacher Attitudes; Course Objectives; Educational Change; Advanced Courses; Teacher Education Programs; Pedagogical Content Knowledge; High School Teachers; Teaching Experience; Teacher Characteristics; Course Content; Faculty Development; Public Schools; Private Schools + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Lehrerverhalten; Bildungsreform; Fortgeschrittenenunterricht; Pädagogische Kompetenz; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Kursprogramm; Public school; Öffentliche Schule; Private school; Privatschule
Abstract	This article explores secondary teachers' opportunities to learn from an innovative real analysis course, as reflected in their actual classroom teaching. The course used cases of teaching as a site for applying mathematics and developing pedagogical mathematical practices. This article explores particular teaching moments in (N = 6) secondary teachers' classrooms, and the attributions they gave for why they engaged in those teaching practices. Teachers engaged in instructional practices that exemplified course objectives, and their attributions for their actions contribute a teacher perspective on opportunities to learn in teacher education from (advanced) mathematical coursework. Results highlight cases of teaching and modeled instruction as catalysts of change and as opportunities to develop pedagogy from mathematical activity, and vice versa. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01