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Eric.ed.gov – Problem Solving: How Do In-Service Secondary School Teachers of Mathematics Make Sense of a Non-Routine Problem Context?

eric.ed.gov har udgivet: The concept of mathematical problem solving is an important mathematical process in mathematics curricula of education systems worldwide. These math curricula demand that learners are exposed to authentic problems that foster successful problem solving. To attain this very important goal, there must be mathematics teachers well versed in content and the pedagogy of problem solving. This study investigated problem solving process of in-service secondary school teachers in a non-routine problem context. Teachers? written responses were examined based on Polya?s problem solving theory to elucidate their disposition in relation to the problem context. Findings suggest that the in-service teachers exhibit (1) greater lack of understanding of the non-routine problem, (2) insufficient capacity to select appropriate heuristic strategies, and (3) total failure to reach the final “look back” stage.… Continue Reading

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Eric.ed.gov – The Shift from “Learner/Doer of Mathematics” to “Teacher of Mathematics”: A Heuristic for Teacher Candidates

eric.ed.gov har udgivet: Successful teacher preparation programs provide learning experiences that help teacher candidates make the shift from “student” to “teacher.” In this paper we present research on the implementation of a process for providing candidates such experiences. Utilizing the Mathematics as Teacher Heuristic (MATH) process, prospective high school mathematics teachers explore rich problems by solving the task, analyzing samples of student work, designing a solution key, and modifying the task. We use their engagement in these explorations and reflections on the process to analyse the development of candidates’ Content Knowledge and Pedagogical Content Knowledge. Link til kilde

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Eric.ed.gov – Examining the Impact of a Framework to Support Prospective Secondary Teachers’ Transition from ‘Doer’ to ‘Teacher’ of Mathematics

eric.ed.gov har udgivet: A transition from “doer” to “teacher” for prospective teachers requires them to reorient from thinking about how they do mathematics to engaging with students and their work, understanding student representations, and planning instruction accordingly. To scaffold a transition, we developed a five-step mathematics as teacher heuristic (MATH) model. The study investigated the impact of MATH on the development of teacher candidates’ mathematical knowledge for teaching (MKT) and their pedagogical knowledge. Twenty-two preservice secondary mathematics teachers enrolled in a methods course participated in the study. Findings of the study showed that teacher candidates’ MKT was engaged as a result of analysis of the student work. While some teacher candidates based subsequent instructional planning work on what they noticed in the student work, others had gaps between what they… Continue Reading