Literaturnachweis - Detailanzeige
| Autor/inn/en | Males, Lorraine M.; Earnest, Darrell; Dietiker, Leslie; Amador, Julie M. |
|---|---|
| Titel | Examining K-12 Prospective Teachers' Curricular Noticing [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015). |
| Quelle | (2015), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Preservice Teachers; Elementary Secondary Education; Mathematics Curriculum; Instructional Materials; Comprehension; Difficulty Level; Educational Research; Attention; Decision Making |
| Abstract | This paper explores the construct of curricular noticing, defined as the act of teachers making sense of the complexity of content and pedagogical opportunities in written or digital curricular materials (Dietiker, Amador, Earnest, Males, & Stohlmann, 2014), and reports the results of four exploratory studies aimed to examine the Curricular Noticing framework. Taken together, these studies capture work done with 62 PSTs in elementary and secondary mathematics methods courses at four universities. Findings illuminate what PSTs attend to in curriculum materials and how they interpret and respond to these materials. Irrespective of level (i.e., elementary, secondary) and materials, PSTs can learn to notice aspects of curriculum materials in order to make decisions about what to do and how to do it, and activities within methods courses can facilitate this development. [For the complete proceedings, see ED583989.] (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 |
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