Literaturnachweis - Detailanzeige
Autor/inn/en | Parrish, Christopher W.; Martin, W. Gary |
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Titel | Cognitively Demanding Tasks and the Associated Learning Opportunities within the MathTwitterBlogosphere |
Quelle | In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 2, S.364-402 (39 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Parrish, Christopher W.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0020-739X |
DOI | 10.1080/0020739X.2020.1772388 |
Schlagwörter | Mathematics Teachers; Communities of Practice; Difficulty Level; Cognitive Processes; Mathematics Instruction; Knowledge Base for Teaching; Teacher Attitudes; Social Media; Web Sites; Electronic Publishing; Computer Uses in Education; Educational Technology; Computer Mediated Communication; Pedagogical Content Knowledge Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Community; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Mathematics lessons; Mathematikunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Soziale Medien; Web-Design; Elektronisches Publizieren; Computernutzung; Unterrichtsmedien; Computerkonferenz; Pädagogische Kompetenz |
Abstract | The purpose of this study was to determine if the MathTwitterBlogosphere (MTBoS), an online community of practice, provides opportunities for mathematics educators to learn about the knowledge and conceptions that support the effective use of cognitively demanding tasks, including mathematical knowledge for teaching, visions of high-quality mathematics instruction, and views about how to support struggling students. A qualitative case study was used to explore how content within the MTBoS, and perceptions of the effects of participation in the MTBoS, related to learning specified knowledge and conceptions. Results suggest the MTBoS is a promising avenue for providing learning opportunities related to mathematical knowledge for teaching and visions of high-quality mathematics instruction, although it may provide fewer learning opportunities related to engaging struggling students. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |