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| 文件类型： | 书 |
|---|---|
| 所有的著者/提供者： |
Terry Lee Wood; Barbara Scott Nelson; Janet Warfield |
| ISBN: | 0805835709 9780805835700 0805835717 9780805835717 |
| OCLC号码： | 45861743 |
| 描述： | xiii, 308 p. : ill. ; 24 cm. |
| 内容： | Introduction / Barbara Scott Nelson, Janet Warfield, and Terry Wood -- Teaching, with respect to mathematics and students / Deborah Loewenberg Ball -- An alternative conception of teaching for understanding: case studies of two first-grade mathematics classes / Thomas P. Carpenter, Ellen Ansell, and Linda Levi -- Teaching as learning within a community of practice: characterizing generative growth / Megan Loef Franke and Elham Kazemi -- Developing a professional vision of classroom events / Miriam Gamoran Sherin. Learning to see the invisible: what skills and knowledge are needed to engage with students' mathematical ideas? / Deborah Schifter -- Where mathematics content knowledge matters: learning about and building on children's mathematical thinking / Janet Warfield -- Two intertwined bodies of work: conducting research on mathematics teacher development and elaborating theory of mathematics teaching/learning / Martin A. Simon -- Extending the conception of mathematics teaching / Terry Wood and Tammy Turner-Vorbeck -- Making sense of mathematics teaching in real contexts / Betsy McNeal. Constructing facilitative teaching / Barbara Scott Nelson -- Constructivist mathematics instruction and current trends in research on teaching / Virginia Richardson. |
| 责任： | edited by Terry Wood, Barbara Scott Nelson, Janet Warfield. |
| 更多信息： |
摘要：
Reports on the current state of knowledge about 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.
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添加标签 目的是为 "Beyond classical pedagogy : teaching elementary school mathematics".
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