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ERIC Number: EJ1040944
Record Type: Journal
Publication Date: 2014-Oct
Pages: 17
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-0013-1954
Sociological Tools in the Study of Knowledge and Practice in Mathematics Teacher Education
Parker, Diane; Adler, Jill
Educational Studies in Mathematics, v87 n2 p203-219 Oct 2014
In this paper, we put Basil Bernstein's theory of pedagogic discourse to work together with additional theoretical resources to interrogate knowledge and practice in mathematics teacher education. We illustrate this methodology through analysis of an instance of mathematics teacher education pedagogic practice. While the methodology itself is our focus, the particular example provides a compelling story at the heart of which is the problem of integration of knowledge(s) within a pedagogic practice. Here, a constructivist pedagogy is at work, but differentially with respect to teaching/learning mathematics and teaching/learning mathematics teaching. The example illuminates mathematics and teaching, and their co-constitution in a particular pedagogic context.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A