Kastberg Building Support for Scholarly Practices in Mathematics Methods

1. Auflage 2017
ISBN: 978-1-64113-027-1
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 373 Seiten

Building Support for Scholarly Practices in Mathematics Methods is the product of collaborations among over 40 mathematics teacher educators (MTEs) who teach mathematics methods courses for prospective PreK?12 teachers in many different institutional contexts and structures. Each chapter unpacks ways in which MTEs use theoretical perspectives to inform their construction of goals, activities designed to address those goals, facilitation of activities, and ways in which MTEs make sense of experiences prospective teachers have as a result. The book is organized in seven sections that highlight how the theoretical perspective of the instructor impacts scholarly inquiry and practice. The final section provides insight as we look backward to reflect, and forward with excitement, moving with the strength of the variation we found in our stories and the feeling of solidarity that results in our understandings of purposes for and insight into teaching mathematics methods. This book can serve as a resource for MTEs as they discuss and construct scholarly practices and as they undertake scholarly inquiry as a means to systematically examine their practice.

Autoren/Hrsg.

Kastberg, Signe E

Inhaltsverzeichnis

1;Cover;1
2;Series page;2
3;Building Support for Scholarly Practices in Mathematics Methods;4
4;Library of Congress Cataloging-in-Publication Data;5
5;Dedication;6
6;Contents;8
7;Foreword;12
8;Preface;14
9;SECTION I: PERSPECTIVES AND MATHEMATICS METHODS COURSES;16
9.1;CHAPTER 1: Setting the Stage;18
9.2;CHAPTER 2: Political Conocimiento for Teaching Mathematics;26
9.3;CHAPTER 3: Challenges in Mathematics Teacher Education From a (Mostly) Constructivist Perspective;54
9.4;CHAPTER 4: Teaching a Mathematics Methods Course;64
10;SECTION II: USING PERSPECTIVES TO INFORM SCHOLARLY INQUIRY AND PRACTICE;82
10.1;CHAPTER 5: Using the Knowledge Quartet to Support Prospective Teacher Development During Methods Coursework;84
10.2;CHAPTER 6: Three Learning Perspectives for Translating Curriculum Into Instruction;100
10.3;CHAPTER 7: Diverse Perspectives on Sociopolitical Framings for Mathematics Methods;114
11;SECTION III: LEARNING GOALS AND ACTIVITIES IN MATHEMATICS METHODS COURSES;130
11.1;CHAPTER 8: Experiences Using Clinical Interviews in Mathematics Methods Courses to Empower Prospective Teachers;132
11.2;CHAPTER 9: Situating Learning for Secondary Mathematics Prospective Teachers Within the Context of Rehearsals;148
11.3;CHAPTER 10: Rehearsing for the Politics of Teaching Mathematics;164
11.4;CHAPTER 11: Activities and a Cognitive Pedagogy for Fostering Prospective Teachers’ Concept-Development Practices in Mathematics Methods Courses;180
12;SECTION IV: ACTIVITY DEVELOPMENT;196
12.1;CHAPTER 12: An Illustration of Scholarly Inquiry from the Cognitive Perspective;198
12.2;CHAPTER 13: Enhancing Activities in Mathematics Methods Courses to Achieve Sociopolitical Goals;214
12.3;CHAPTER 14: Shifting Focus;230
13;SECTION V: ACTIVITIES AND IMPLEMENTATIONS;246
13.1;CHAPTER 15: Bringing Mathematics Methods Into Classrooms;248
13.2;CHAPTER 16: Prospective Teachers Analyzing Transcripts of Teaching;264
13.3;CHAPTER 17: Doing Mathematics Across Languages;278
13.4;CHAPTER 18: Using Mathematics Autobiography Stories to Support Emerging Elementary Mathematics Teachers’ Sociopolitical Consciousness and Identity;294
14;SECTION VI: LOOKING INWARD;310
14.1;CHAPTER 19: Interpretations and Uses of Classroom Video in Teacher Education;312
14.2;CHAPTER 20: Theoretical Perspectives, Goals, and Activities for Secondary Mathematics Education Methods Courses;326
14.3;CHAPTER 21: The “Mirror Test”;340
15;SECTION VII: COMMENTARY;356
15.1;CHAPTER 22: A Commentary With Urgency;358
16;ABOUT THE EDITORS;374