Identifying Spaces for Diverse Learners' Multiple Mathematical Knowledge Bases in Existing Curriculum [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).

Autor/inn/en	Harper, Frances; Najarro, Eduardo; Bartell, Tonya G.; Drake, Corey
Titel	Identifying Spaces for Diverse Learners' Multiple Mathematical Knowledge Bases in Existing Curriculum [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 Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Curriculum; Mathematics Instruction; Elementary School Mathematics; Preservice Teachers; Preservice Teacher Education; Knowledge Base for Teaching; Thinking Skills; Mathematical Aptitude; Reflection; Curriculum Evaluation; Student Teacher Attitudes; Definitions; Thematic Approach; Prior Learning; Motivation Techniques; Student Needs; Educational Practices + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Lehramtsstudiengang; Lehrerausbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Denkfähigkeit; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Begriffsbestimmung; Themenzentrierter Unterricht; Vorkenntnisse; Motivationsförderung; Bildungspraxis
Abstract	This project examines how prospective elementary teachers (PSTs) framed the idea of drawing on multiple mathematical knowledge bases (MMKB)--children's mathematical thinking and funds of knowledge--for diverse learners, in the context of adapting curriculum. We analyzed 47 written reflections of PSTs' analyses of an existing mathematics curriculum. Using inductive analysis, we identified four themes related to how PSTs evaluated the curriculum and identified possible spaces for small adaptations. Findings describe how these four themes related to incorporating MMKB. We discuss implications for mathematics teacher education. [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