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020 _a9780387098128
_9978-0-387-09812-8
024 7 _a10.1007/9780387098128
_2doi
035 _avtls000329789
039 9 _a201509030402
_bVLOAD
_c201404121706
_dVLOAD
_c201404091444
_dVLOAD
_c201401311318
_dstaff
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_zstaff
_wmsplit0.mrc
_x212
050 4 _aLC8-6691
100 1 _aZaslavsky, Orit.
_eeditor.
_9299815
245 1 0 _aConstructing Knowledge for Teaching Secondary Mathematics :
_bTasks to enhance prospective and practicing teacher learning /
_cedited by Orit Zaslavsky, Peter Sullivan.
264 1 _aBoston, MA :
_bSpringer US :
_bImprint: Springer,
_c2011.
300 _aX, 330 páginas,
_brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
490 0 _aMathematics Teacher Education ;
_v6
500 _aSpringer eBooks
505 0 _aIntroduction -- Varying, Adapting and Considering Alternatives -- Classification and Noticing Similarities and Differences -- Conflict, Dilemmas and Their Resolution -- Designing and Solving Problems -- Learning from the Study of Practice -- Selecting and Using Appropriate Tools for Teaching -- Identifying and Overcoming Barriers to Student Learning and Becoming Sensitive to Students' Thinking and Inventive Ideas -- Sharing and Revealing Self, Peer, and Student Dispositions -- Summary.
520 _aTeacher education seeks to transform prospective and/or practicing teachers from neophyte possibly uncritical perspectives on teaching and learning to more knowledgeable, adaptable, analytic, insightful, observant, resourceful, reflective and confident professionals ready to address whatever challenges teaching secondary mathematics presents. This transformation occurs optimally through constructive engagement in tasks that foster knowledge for teaching secondary mathematics. Ideally such tasks provide a bridge between theory and practice, and challenge, surprise, disturb, confront, extend, or provoke examination of alternatives, drawn from the context of teaching. We define tasks as the problems or activities that, having been developed, evaluated and refined over time, are posed to teacher education participants. Such participants are expected to engage in these tasks collaboratively, energetically, and intellectually with an open mind and an orientation to future practice. The tasks might be similar to those used by classroom teachers (e.g., the analysis of a graphing problem) or idiosyncratic to teacher education (e.g., critique of videotaped practice). This edited volume includes chapters based around unifying themes of tasks used in secondary mathematics teacher education. These themes reflect goals for mathematics teacher education, and are closely related to various aspects of knowledge required for teaching secondary mathematics. They are not based on the conventional content topics of teacher education (e.g., decimals, grouping practices), but on broad goals such as adaptability, identifying similarities, productive disposition, overcoming barriers, micro simulations, choosing tools, and study of practice. This approach is innovative and appeals both to prominent authors and to our target audiences. This book may inspire researchers who engage in the study of design principles and characteristics of productive tasks for secondary mathematics teacher education.
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700 1 _aSullivan, Peter.
_eeditor.
_9299816
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9780387098111
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-0-387-09812-8
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
942 _c14
999 _c277232
_d277232