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AutorWang, Xiong
TitelHow Could Mathematics Teachers Know Complexity Inquiry?
QuelleIn: International Journal of Research in Education and Science, 2 (2016) 2, S.300-305 (7 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2148-9955
SchlagwörterMathematics Teachers; Inquiry; Concept Teaching; Mathematical Concepts; Faculty Development; Narration; Fractions; Knowledge Base for Teaching; Training Methods; Transformative Learning; Mathematics Activities
AbstractIn order to provide a transforming way of knowing for teachers' professional learning, this paper uses narrative to present the knowledge emerging from teachers as participants in a concept study derived from complexity science. There are three components in the narrative: what knowledge emerged from concept study; what has been changed for the emerged knowledge; and where we are going with complexity. The narrative provides not only a lived example but a framework for the action towards the transforming way of knowing for teachers' professional learning. (As Provided).
AnmerkungenInternational Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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