Mathematics for Teaching: Observations from Two Case Studies

Autor/inn/en	Kazima, Mercy; Pillay, Vasen; Adler, Jill
Titel	Mathematics for Teaching: Observations from Two Case Studies
Quelle	In: South African Journal of Education, 28 (2008) 2, S.283-299 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Mathematics Instruction; Case Studies; Probability; Grade 8; Grade 10; Problem Solving; Teacher Education; Mathematics Teachers; Pedagogical Content Knowledge; Secondary School Mathematics; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; School year 08; 8. Schuljahr; Schuljahr 08; Problemlösen; Lehrerausbildung; Lehrerbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	We report on two case studies in which we investigated mathematics for teaching. We were interested in the mathematical knowledge teachers need to know, and know how to use, in order to teach mathematics well. The two case studies focused on the teaching of probability in Grade 8 and the teaching of functions in Grade 10. We discuss the mathematics for teaching probability and functions in terms of the mathematical 'problem solving' or 'mathematical work' demanded of the teachers as they taught the two topics. Among the findings are the interesting differences between the demands on the teaching of functions and the demands on the teaching of probability in these two cases. We argue that mathematics for teaching needs to be understood as shaped by the particular topic being taught, as well as by how teachers select to introduce and approach the ideas and concepts they are teaching. We conclude with a discussion of questions raised for mathematics teacher education, together with implications for practice. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01