Mathematical Making in Teacher Preparation : What Knowledge Is Brought to Bear? / Steven Greenstein and Justin Seventko.
In this paper, we describe an experience within mathematics teacher preparation that engages preservice teachers (PSTs) in Making and design practices that we hypothesized would inform their conceptual and pedagogical thinking. With a focus on the design of new tools to support mathematics teaching...
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| Format: | eBook |
| Language: | English |
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MARC
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| 100 | 1 | |a Greenstein, Steven. | |
| 245 | 1 | 0 | |a Mathematical Making in Teacher Preparation : |b What Knowledge Is Brought to Bear? / |c Steven Greenstein and Justin Seventko. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2017. | |
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| 500 | |a Availability: North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/. |5 ericd. | ||
| 500 | |a Abstractor: As Provided. |5 ericd. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 516 | |a Text (Speeches/Meeting Papers) | ||
| 516 | |a Text (Reports, Research) | ||
| 520 | |a In this paper, we describe an experience within mathematics teacher preparation that engages preservice teachers (PSTs) in Making and design practices that we hypothesized would inform their conceptual and pedagogical thinking. With a focus on the design of new tools to support mathematics teaching and learning, this Learning by Design experience has PSTs exploring at the crossroads of content, pedagogy, and Making. We report our findings of the variety of forms of knowledge that PSTs brought to bear on their design work. As the engagement and advancement of these forms of knowledge is essential to effective mathematics teaching, these findings suggest the promise of a making-oriented experience within mathematics teacher preparation coursework. [For complete proceedings, see ED581294.] | ||
| 524 | |a North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017). |2 ericd. | ||
| 650 | 0 | 7 | |a Mathematics Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Preservice Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Design. |2 ericd. |
| 650 | 0 | 7 | |a Hypothesis Testing. |2 ericd. |
| 650 | 0 | 7 | |a Knowledge Level. |2 ericd. |
| 650 | 0 | 7 | |a Prior Learning. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Role. |2 ericd. |
| 650 | 0 | 7 | |a Elementary School Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Student Projects. |2 ericd. |
| 650 | 0 | 7 | |a Coding. |2 ericd. |
| 650 | 0 | 7 | |a Constructivism (Learning) |2 ericd. |
| 650 | 0 | 7 | |a Manipulative Materials. |2 ericd. |
| 650 | 0 | 7 | |a Problem Solving. |2 ericd. |
| 650 | 0 | 7 | |a Academic Standards. |2 ericd. |
| 700 | 1 | |a Seventko, Justin, |e author. | |
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