By Orit Zaslavsky, Peter Sullivan
Teacher schooling seeks to rework potential and/or training lecturers from neophyte in all probability uncritical views on educating and studying to extra an expert, adaptable, analytic, insightful, observant, creative, reflective and assured pros able to tackle no matter what demanding situations educating secondary arithmetic presents.
This transformation happens optimally via confident engagement in initiatives that foster wisdom for educating secondary arithmetic. preferably such projects offer a bridge among concept and perform, and problem, shock, disturb, confront, expand, or impress exam of possible choices, drawn from the context of training. We outline initiatives because the difficulties or actions that, having been built, evaluated and sophisticated over the years, are posed to instructor schooling members. Such members are anticipated to interact in those projects collaboratively, energetically, and intellectually with an open brain and an orientation to destiny perform. The initiatives will be just like these utilized by school room academics (e.g., the research of a graphing challenge) or idiosyncratic to instructor schooling (e.g., critique of videotaped practice).
This edited quantity comprises chapters established round unifying subject matters of initiatives utilized in secondary arithmetic instructor schooling. those subject matters mirror objectives for arithmetic instructor schooling, and are heavily with regards to quite a few features of information required for instructing secondary arithmetic. they aren't in response to the normal content material subject matters of instructor schooling (e.g., decimals, grouping practices), yet on wide objectives resembling adaptability, selecting similarities, effective disposition, overcoming boundaries, micro simulations, settling on instruments, and examine of perform. This technique is cutting edge and appeals either to well-liked authors and to our objective audiences.
This booklet may well motivate researchers who have interaction within the learn of layout ideas and features of efficient initiatives for secondary arithmetic instructor education.
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Extra resources for Constructing Knowledge for Teaching Secondary Mathematics: Tasks to enhance prospective and practicing teacher learning
How could Green’s group decide that each solution is reasonable? How might a teacher react now? In the second part of this alternative, the teacher continues to ask students to decide whether or not a given answer is reasonable and fits with the given situation. The conversation becomes heated when there is a return to the answer negative 14. The teacher asks: “What does it mean when we get negative 14 as an answer? ” Students are not able to answer these questions to the teacher’s satisfaction and the teacher continues to probe.
The teacher at this point in the animation is faced with a question of how to proceed. How does a teacher deal with multiple student answers in the context of a word problem in an algebra class? Most concretely, on whom should the teacher call? Should the teacher call on a student who has the correct answer and focus on the correct answer and how it was obtained? Will this help the students who did not get that answer? Should students with the incorrect answers be called upon? Should their answers be addressed in the public space, if so, as answers, or as outcomes of solution methods whose flaws can be brought to the attention of the class and thus learned from?
Specifically, the conversation about this animation and its two alternatives targeted the following key questions: • How do teachers talk with students about how to decide whether answers to word problems are correct or incorrect? • To what degree should teachers teach students to use the context of the word problem as a check on solutions, or is the check tied up with methods for generating and solving an equation? Two people facilitated the group discussions. One person took the lead in directing the conversation.
Constructing Knowledge for Teaching Secondary Mathematics: Tasks to enhance prospective and practicing teacher learning by Orit Zaslavsky, Peter Sullivan