LEARNING MATHEMATICS FOR TEACHING

被引：0
|
作者：
Seago, Nanette
Goldsmith, Lynn
机构：
来源：
PME 30: PROCEEDINGS OF THE 30TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 5 | 2006年
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D O I：
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中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The identification of mathematical knowledge for teaching (Ball & Bass, 2000), leads to questions about how to promote and assess it. What kinds of professional development experiences might provide teachers with the opportunity to develop mathematical knowledge for teaching? What does it mean to learn it? In this paper, we address these questions with illustrations of teachers learning various aspects of mathematical knowledge for teaching. These teachers were participants in Turning to the Evidence(1), a study investigating the role of practice-based professional development centered in the use of classroom artifacts (e.g., student work and classroom video) and its effect on teacher learning(2).
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页码：73 / 80
页数：8
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