ERIC Number: ED489661
Record Type: Non-Journal
Publication Date: 2004-Jul
Fostering Mathematical Meaning Via Scientific Inquiry: A Case Study
Tzur, Ron; Hagevik, Rita A.; Watson, Mary E.
International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004
This study addressed the problem of how a prospective mathematics teacher's active engagement in a scientific inquiry can deepen the meaning of her extant mathematical concepts. We used a constructivist framework to analyze a 2-hour interview with a prospective mathematics teacher as she solved an open-ended problem of graphing a 3-D landform. We found two overlapping components in her learning via cycles of action and reflection: interpreting the task and reorganizing extant conceptions to quantify projective, horizontal/vertical distances. [For complete proceedings, see ED489597.]
Descriptors: Mathematical Concepts, Constructivism (Learning), Mathematics Instruction, Mathematics Teachers, Inquiry, Teaching Methods, Problem Solving, Student Teachers, Scientific Methodology, Comprehension, Cognitive Processes
International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org.
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Higher Education
Authoring Institution: N/A