Moving from Rhetoric to Praxis: Issues Faced by Teachers in Having Students Consider Multiple Solutions for Problems in the Mathematics Classroom

Autor/inn/en	Silver, Edward A.; Ghousseini, Hala; Gosen, Dana; Charalambous, Charalambos; Strawhun, Beatriz T. Font
Titel	Moving from Rhetoric to Praxis: Issues Faced by Teachers in Having Students Consider Multiple Solutions for Problems in the Mathematics Classroom
Quelle	In: Journal of Mathematical Behavior, 24 (2005) 3-4, S.287-301 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0732-3123
DOI	10.1016/j.jmathb.2005.09.009
Schlagwörter	Mathematics Curriculum; Faculty Development; Mathematics Instruction; Problem Solving; Middle Schools; Secondary School Mathematics; Academic Standards; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Middle school; Mittelschule; Mittelstufenschule; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Despite general agreement that students should consider more than one way to solve a complex mathematics problem, this practice is rarely observed in U.S. classrooms. In this paper, we examine data that trace the year-long professional development experience of 12 veteran teachers of middle grades mathematics--experienced users of a standards-based mathematics curriculum--to unearth some issues and concerns that appeared to serve as obstacles to their use of multiple solutions in the classroom. We also identify key transformations that appear to account for the success of some teachers in embedding this practice in their instructional repertoire. (Contains 2 figures.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10