Sociological Tools in the Study of Knowledge and Practice in Mathematics Teacher Education

Autor/inn/en	Parker, Diane; Adler, Jill
Titel	Sociological Tools in the Study of Knowledge and Practice in Mathematics Teacher Education
Quelle	In: Educational Studies in Mathematics, 87 (2014) 2, S.203-219 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-012-9421-y
Schlagwörter	Mathematics Instruction; Teacher Education; Teaching Methods; Constructivism (Learning); Cognitive Processes; Epistemology + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Erkenntnistheorie
Abstract	In this paper, we put Basil Bernstein's theory of pedagogic discourse to work together with additional theoretical resources to interrogate knowledge and practice in mathematics teacher education. We illustrate this methodology through analysis of an instance of mathematics teacher education pedagogic practice. While the methodology itself is our focus, the particular example provides a compelling story at the heart of which is the problem of integration of knowledge(s) within a pedagogic practice. Here, a constructivist pedagogy is at work, but differentially with respect to teaching/learning mathematics and teaching/learning mathematics teaching. The example illuminates mathematics and teaching, and their co-constitution in a particular pedagogic context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10