Fostering Mathematical Meaning Via Scientific Inquiry: A Case Study [Konferenzbericht] 28th, Bergen, Norway, July 14-18, 2004.

Autor/inn/en	Tzur, Ron; Hagevik, Rita A.; Watson, Mary E.
Titel	Fostering Mathematical Meaning Via Scientific Inquiry: A Case Study [Konferenzbericht] 28th, Bergen, Norway, July 14-18, 2004.
Quelle	(2004), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematical Concepts; Constructivism (Learning); Mathematics Instruction; Mathematics Teachers; Inquiry; Teaching Methods; Problem Solving; Student Teachers; Scientific Methodology; Comprehension; Cognitive Processes + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Verstehen; Verständnis; Cognitive process; Kognitiver Prozess
Abstract	This study addressed the problem of how a prospective mathematics teacher's active engagement in a scientific inquiry can deepen the meaning of her extant mathematical concepts. We used a constructivist framework to analyze a 2-hour interview with a prospective mathematics teacher as she solved an open-ended problem of graphing a 3-D landform. We found two overlapping components in her learning via cycles of action and reflection: interpreting the task and reorganizing extant conceptions to quantify projective, horizontal/vertical distances. [For complete proceedings, see ED489597.] (Author).
Anmerkungen	International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10