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ERIC Number: ED349174
Record Type: RIE
Publication Date: 1992-Apr
Pages: 18
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Learning Mathematics and Learning To Teach: Learning Cycles in Mathematics Teacher Education.
Simon, Martin A.
This paper presents a framework utilized in two research projects for mathematics teacher learning based on what is understood about students' mathematics learning. The framework is grounded in a social constuctivist perspective and builds on Karplus' Learning Cycle. A framework for mathematics education identifies a learning cycle that progresses through the following stages: exploration of a mathematical situation, discussion leading to concept identification, and application and extension of new ideas. Labeled as Learning Cycle One, the paper describes how this framework can then be applied to mathematics teacher education in a sequence of five learning cycles. Learning Cycle One, as applied in teacher education, affords preservice or inservice teachers the opportunity to participate as students in mathematics instruction. The teachers' mathematics learning serves as the exploration stage in Learning Cycle Two in which teachers' mathematics learning becomes the object of the exploration, concept identification, and application of Learning Cycle One. Learning Cycle Three sees the same cycle applied to students' learning of mathematics. Learning Cycle Four focuses on learning about the planning of mathematics instruction. Learning Cycle Five focuses on the aspects of teaching mathematics that involve interacting with students in both individual and group situations. The author draws the parallel between learning mathematics and learning to teach mathematics and offers the framework as a structure for thinking about the process of mathematics teacher education. (Contains 11 references.) (MDH)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Constructivist Learning
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 1992).