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ERIC Number: ED341545
Record Type: Non-Journal
Publication Date: 1991-Jul
Pages: 87
Abstractor: N/A
Reference Count: N/A
Mathematics Teaching and Learning: Researching in Well-Defined Mathematical Domains. Proceedings from Michigan State University Conference (East Lansing, Michigan, October 4-8, 1989). Elementary Subjects Center Series, No. 40.
Peterson, Penelope L., Ed.; Fennema, Elizabeth, Ed.
Participants at a conference on mathematics teaching discussed what it means to know and understand a subject and what teachers need to know, understand, and believe in order to teach a subject to elementary learners. The first section of the report covers the first day of the conference that was spent in a series of whole-group sessions. Participants made personal responses to three questions posed by the conference organizers: How might we consider research on learners' mathematics knowledge and thinking in the study of teaching? How might we use mathematical content analyses in the study of teaching? How might we consider research on teachers' knowledge and thinking in the study of mathematics teaching and learning? Following the statements, a summary is presented of the issues that came up in the dialogue between the participants. The second section presents the results of the small group sessions that focused on (1) students' mathematical thinking, (2) the conceptualization of mathematics teachers' beliefs, (3) learning from studying teacher change, and (4) facilitating shared roles and understanding between researchers and teachers. Issues for further thinking are raised and directions for future research are suggested. (MDH)
Institute for Research on Teaching, 252 Erickson Hall, Michigan University, East Lansing, MI ($7.50).
Publication Type: Collected Works - Proceedings
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Learning and Teaching of Elementary Subjects, East Lansing, MI.