Theories in practice: mathematics teaching and mathematics teacher education.

Autor/in	Lerman, Stephen
Titel	Theories in practice: mathematics teaching and mathematics teacher education.
Quelle	In: ZDM : mathematics education, 45 (2013) 4, S. 623-631 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-013-0510-x
Schlagwörter	Wissen; Sozialer Faktor; Soziokulturelle Theorie; Individualität; Lehrerausbildung; Lehrerbildung; Praktisches Lernen; Lehren; Unterrichtspraxis; Mathematik; Theorie
Abstract	Whilst research on the teaching of mathematics and the preparation of teachers of mathematics has been of major concern in our field for some decades, one can see a proliferation of such studies and of theories in relation to that work in recent years. This article is a reaction to the other papers in this special issue but I attempt, at the same time, to offer a different perspective. I examine first the theories of learning that are either explicitly or implicitly presented, noting the need for such theories in relation to teacher learning, separating them into: socio-cultural theories; Piagetian theory; and learning from practice. I go on to discuss the role of social and individual perspectives in authors' approach. In the final section, I consider the nature of the knowledge labelled as mathematical knowledge for teaching. I suggest that there is an implied telos about `good teaching' in much of our research and that perhaps the challenge is to study what happens in practice and offer multiple stories of that practice in the spirit of "wild profusion".
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2014/1