ERIC Number: ED471765
Record Type: RIE
Publication Date: 2002
Growth in Mathematical Understanding While Learning How To Teach: A Theoretical Perspective.
Cavey, Laurie O.
This theoretical paper outlines a conceptual framework for examining growth in prospective teachers' mathematical understanding as they engage in thinking about and planning for the mathematical learning of others. The framework is based on the Pirie-Kieren (1994) Dynamical Theory for the Growth of Mathematical Understanding and extends into the pedagogical realm by assuming that growth in mathematically specific understanding for teaching is a dynamical, leveled but not linear, transcendentally recursive process of reorganizing ones knowledge. Data from a preliminary case study is shared to illustrate how the framework can be used to provide a lens for examining growth in mathematical understanding within the context of learning to teach high school mathematics. (Author)
Descriptors: Concept Formation, Educational Change, Mathematics Education, Preservice Teachers, Secondary Education, Teacher Attitudes
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Proceedings of the Annual Meeting [of the] North American Chapter of the International Group for the Psychology of Mathematics Education (24th, Athens, GA, October 26-29, 2002). Volumes 1-4; see SE 066 887.