How Can Understanding Student Experience in the Mathematics Classroom Enrich, Challenge, and Help Us Improve Our Own Learning as Teacher Educators and Researchers? [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).

Autor/inn/en	Kazemi, Elham; Drake, Corey
Titel	How Can Understanding Student Experience in the Mathematics Classroom Enrich, Challenge, and Help Us Improve Our Own Learning as Teacher Educators and Researchers? [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).
Quelle	(2018), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Experience; Mathematics Instruction; Equal Education; Student Participation; Discussion (Teaching Technique); Learning Disabilities; Gender Issues; Racial Attitudes; Social Networks; Teacher Education; Teacher Educators; Classroom Environment; Researchers; Educational Research; Personal Narratives + Suchen Sie Ihr Suchwort? Studienerfahrung; Mathematics lessons; Mathematikunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Learning handicap; Lernbehinderung; Geschlechterfrage; Rassenfrage; Social network; Soziales Netzwerk; Lehrerausbildung; Lehrerbildung; Teacher education; Education; Klassenklima; Unterrichtsklima; Researcher; Forscher; Bildungsforschung; Pädagogische Forschung; Erlebniserzählung
Abstract	In this paper, we explore the ways in which learning more about research on students' experiences in mathematics classrooms has the potential to transform the work we do with teachers in teacher preparation, professional development, and research settings. We focus in particular on questions of student access to and participation in mathematics and highlight studies of the racialized and gendered experiences of students and the connections between these experiences and broader narratives about race, gender, and ability/disability. We conclude with questions and possibilities raised by these studies for our individual and collective efforts to support and understand teacher learning and changes in teacher practice. [For the complete proceedings, see ED606531.] (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	2024/1/01