Chapter Developing a Professional Vision of Classroom Events
The emergence of the National Council of Teachers of Mathematics Standards in 1989 sparked a sea change in thinking about the nature and quality of mathematics instruction in U.S. schools. Much is known about transmission forms of mathematics teaching and the influence of this teaching on students'...
সংরক্ষণ করুন:
| প্রধান লেখক: | |
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| বিন্যাস: | Online |
| ভাষা: | ইংরেজি |
| প্রকাশিত: |
Taylor & Francis
2024
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| বিষয়গুলি: | |
| অনলাইন ব্যবহার করুন: | ONIX_20241025_9781410612335_40 |
| ট্যাগগুলো: |
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| _version_ | 1869526336931889152 |
|---|---|
| author | Gamoran Sherin, Miriam |
| author_browse | Gamoran Sherin, Miriam |
| author_facet | Gamoran Sherin, Miriam |
| author_sort | Gamoran Sherin, Miriam |
| collection | Directory of Open Access Books |
| description | The emergence of the National Council of Teachers of Mathematics Standards in 1989 sparked a sea change in thinking about the nature and quality of mathematics instruction in U.S. schools. Much is known about transmission forms of mathematics teaching and the influence of this teaching on students' learning, but there is still little knowledge about the alternative forms of instruction that have evolved from the recent widespread efforts to reform mathematics education. Beyond Classical Pedagogy: Teaching Elementary School Mathematics reports on the current state of knowledge about these new instructional practices, which differ in significant ways from the traditional pedagogy that has permeated mathematics education in the past. This book provides a research-based view of the nature of facilitative teaching in its relatively mature form, along with opposing views and critique of this form of pedagogy. The focus is on elementary school mathematics classrooms, where the majority of the reform-based efforts have occurred, and on the micro level of teaching (classroom interaction) as a source for revealing the complexity involved in teaching, teachers' learning, and the impact of both on children's learning. The work in elementary mathematics teaching is situated in the larger context of research on teaching. Research and insights from three disciplinary perspectives are presented: the psychological perspective centers on facilitative teaching as a process of teachers' learning; the mathematical perspective focuses on the nature of the mathematical knowledge teachers need in order to engage in this form of teaching; the sociological perspective attends to the interactive process of meaning construction as teachers and students create intellectual communities in their classrooms. The multidisciplinary perspectives presented provide the editors with the necessary triangulation to provide confirming evidence and rich detail about the nature of facilitative teaching. Audiences for this book include scholars in mathematics education and teacher education, teacher educators, staff developers, and classroom teachers. It is also appropriate as a text for graduate courses in mathematics education, teacher education, elementary mathematics teaching methods, and methods of research in mathematics education. |
| format | Online |
| id | doab-20.500.12854ir-146829 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Taylor & Francis |
| publisherStr | Taylor & Francis |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1468292025-07-21T15:44:56Z Chapter Developing a Professional Vision of Classroom Events Gamoran Sherin, Miriam Mathematical Sense Making Children's Mathematical Thinking Teaching Elementary School Mathematics Mation Processing Psychology NCTM Standard NCTM Held Education Development Center Instructional Implications Mathematics Teaching Cognitive Science Mathematical Ideas Social Constructivist Positions Nascent Stage Constructivist Theory Zeuli Mathematical Thinking Die Encountered Conventional Mathematics Legitimate Students Mathematical Knowledge Emphasis Long Term Memory Content Mastery thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject The emergence of the National Council of Teachers of Mathematics Standards in 1989 sparked a sea change in thinking about the nature and quality of mathematics instruction in U.S. schools. Much is known about transmission forms of mathematics teaching and the influence of this teaching on students' learning, but there is still little knowledge about the alternative forms of instruction that have evolved from the recent widespread efforts to reform mathematics education. Beyond Classical Pedagogy: Teaching Elementary School Mathematics reports on the current state of knowledge about these new instructional practices, which differ in significant ways from the traditional pedagogy that has permeated mathematics education in the past. This book provides a research-based view of the nature of facilitative teaching in its relatively mature form, along with opposing views and critique of this form of pedagogy. The focus is on elementary school mathematics classrooms, where the majority of the reform-based efforts have occurred, and on the micro level of teaching (classroom interaction) as a source for revealing the complexity involved in teaching, teachers' learning, and the impact of both on children's learning. The work in elementary mathematics teaching is situated in the larger context of research on teaching. Research and insights from three disciplinary perspectives are presented: the psychological perspective centers on facilitative teaching as a process of teachers' learning; the mathematical perspective focuses on the nature of the mathematical knowledge teachers need in order to engage in this form of teaching; the sociological perspective attends to the interactive process of meaning construction as teachers and students create intellectual communities in their classrooms. The multidisciplinary perspectives presented provide the editors with the necessary triangulation to provide confirming evidence and rich detail about the nature of facilitative teaching. Audiences for this book include scholars in mathematics education and teacher education, teacher educators, staff developers, and classroom teachers. It is also appropriate as a text for graduate courses in mathematics education, teacher education, elementary mathematics teaching methods, and methods of research in mathematics education. 2024-10-26T04:09:26Z 2024-10-26T04:09:26Z 2024-10-25T17:34:23Z 2001 chapter ONIX_20241025_9781410612335_40 2995-0147 https://library.oapen.org/handle/20.500.12657/94089 9781410612335 9780805835700 9780805835717 https://directory.doabooks.org/handle/20.500.12854/146829 eng Studies in Mathematical Thinking and Learning Series open access image/png image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/94089/1/9781410612335_10.4324_9781410612335-7.pdf https://library.oapen.org/bitstream/20.500.12657/94089/1/9781410612335_10.4324_9781410612335-7.pdf https://library.oapen.org/bitstream/20.500.12657/94089/1/9781410612335_10.4324_9781410612335-7.pdf Taylor & Francis Routledge 10.4324/9781410612335-7 10.4324/9781410612335-7 fa69b019-f4ee-4979-8d42-c6b6c476b5f0 Beyond Classical Pedagogy cf62a5c2-4ffd-4fc4-bd21-d321870cc848 9781410612335 9780805835700 9780805835717 Routledge 75 - 93 New York [...] open access |
| spellingShingle | Mathematical Sense Making Children's Mathematical Thinking Teaching Elementary School Mathematics Mation Processing Psychology NCTM Standard NCTM Held Education Development Center Instructional Implications Mathematics Teaching Cognitive Science Mathematical Ideas Social Constructivist Positions Nascent Stage Constructivist Theory Zeuli Mathematical Thinking Die Encountered Conventional Mathematics Legitimate Students Mathematical Knowledge Emphasis Long Term Memory Content Mastery thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject Gamoran Sherin, Miriam Chapter Developing a Professional Vision of Classroom Events |
| title | Chapter Developing a Professional Vision of Classroom Events |
| title_full | Chapter Developing a Professional Vision of Classroom Events |
| title_fullStr | Chapter Developing a Professional Vision of Classroom Events |
| title_full_unstemmed | Chapter Developing a Professional Vision of Classroom Events |
| title_short | Chapter Developing a Professional Vision of Classroom Events |
| title_sort | chapter developing a professional vision of classroom events |
| topic | Mathematical Sense Making Children's Mathematical Thinking Teaching Elementary School Mathematics Mation Processing Psychology NCTM Standard NCTM Held Education Development Center Instructional Implications Mathematics Teaching Cognitive Science Mathematical Ideas Social Constructivist Positions Nascent Stage Constructivist Theory Zeuli Mathematical Thinking Die Encountered Conventional Mathematics Legitimate Students Mathematical Knowledge Emphasis Long Term Memory Content Mastery thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject |
| topic_facet | Mathematical Sense Making Children's Mathematical Thinking Teaching Elementary School Mathematics Mation Processing Psychology NCTM Standard NCTM Held Education Development Center Instructional Implications Mathematics Teaching Cognitive Science Mathematical Ideas Social Constructivist Positions Nascent Stage Constructivist Theory Zeuli Mathematical Thinking Die Encountered Conventional Mathematics Legitimate Students Mathematical Knowledge Emphasis Long Term Memory Content Mastery thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject |
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