ERIC Number: ED389599
Record Type: RIE
Publication Date: 1995-Oct
Reference Count: N/A
Two Prospective Teachers Struggle with the Teaching-Is-Not-Telling Dilemma.
Philipp, Randolph A.
This study is one of a set designed to investigate how preservice teachers' understanding of mathematics and views of teaching are affected by working with children. In the study, two preservice secondary school teachers tutored an eleventh grade student over a period of two sessions. The student teachers were surprised that the student was not considering fractions as involving equal areas, and they spent 45 minutes unsuccessfully attempting to induce disequilibrium in the student. The author viewed the videotape with the student teachers, during which time it became clear that the student teachers were struggling with the notion that teaching means not telling students anything. Implications of this view are discussed. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Preservice Teachers; Teacher Candidates
Note: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177.