A Tension in Teaching "Math for Teachers": Managing Cognitive and Affective Goals [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).

Autor/in	Oesterle, Susan
Titel	A Tension in Teaching "Math for Teachers": Managing Cognitive and Affective Goals [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).
Quelle	(2012), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Course Content; Preservice Teachers; Elementary School Teachers; Preservice Teacher Education; Elementary School Mathematics; Semi Structured Interviews; Teaching Experience; Student Attitudes; Beliefs; Pedagogical Content Knowledge; Teaching Methods; Mathematical Logic; Mathematics Anxiety + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Kursprogramm; Elementary school; Grundschule; Volksschule; Lehramtsstudiengang; Lehrerausbildung; Elementare Mathematik; Schulmathematik; Schülerverhalten; Belief; Glaube; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematical logics; Mathematische Logik
Abstract	This paper presents partial results of a completed study which investigated the experience of teaching mathematics content courses to preservice elementary teachers. Interviews with ten mathematics instructors who teach these courses revealed several major tensions, including one that arises as instructors strive to set priorities and balance their affective and cognitive goals for their students. An analysis of three of the instructors' experiences of this particular tension will provide insight into the factors that contribute to it and how it is managed. [For the complete proceedings, see ED584829.] (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