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- W1523289406 abstract "We analyze the interrelations between prospective and practicing teachers' learning of the mathematics of change and the development of their emerging under- standing of effective mathematics teaching. The participants in our study, who were all interested in teaching secondary mathematics, were mathematics majors who had signifi- cant formal knowledge of the fundamental concepts of calculus prior to taking our courses, but who often experienced and expressed procedural orientations toward the teaching of mathematics. To address this difficulty, we developed novel computer-based activities to challenge the participants' mathematical understandings and required them to use tech- nology during short teaching episodes they conducted with younger students. To analyze our participants' understandings, we developed a framework that juxtaposes the roles of the participants as students and teachers, and their understanding of mathematics and of pedagogical strategies. Our analysis of the participants' views from these different perspectives enabled us to see simultaneously the intertwined development of subject matter insights and specific views of teaching." @default.
- W1523289406 created "2016-06-24" @default.
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- W1523289406 date "2001-01-01" @default.
- W1523289406 modified "2023-09-27" @default.
- W1523289406 title "AN ANALYSIS OF PROSPECTIVE TEACHERS' DUAL ROLES IN UNDERSTANDING THE MATHEMATICS OF CHANGE:" @default.
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