ERIC Number: EJ1149997
Record Type: Journal
Publication Date: 2008
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-0100
EISSN: N/A
Teacher Learning about Probabilistic Reasoning in Relation to Teaching It in an Advanced Certificate in Education (ACE) Programme
Gierdien, Faaiz
South African Journal of Education, v28 n1 p19-38 2008
I report on what teachers in an Advanced Certificate in Education (ACE) inservice programme learned about probabilistic reasoning in relation to teaching it. I worked "on the inside" using my practice as a site for studying teaching and learning. The teachers were from three different towns in the Northern Cape province and had limited teaching contact time, as is the nature of ACE programmes. Findings revealed a complicated picture, where some teachers were prepared to consider influences of their intuitive probabilistic reasoning on formal probabilistic reasoning when it came to teaching. It was, however, the 'genuineness' of teacher learning which was the issue that the findings have to address. Therefore a speculative, hopeful strategy for affecting teacher learning in mathematics teacher education practice is to sustain disequilibrium between dichotomies such as formal and intuitive probabilistic reasoning, which has analogies in content and pedagogy, and subject matter and method.
Descriptors: Foreign Countries, Probability, Thinking Skills, Inservice Teacher Education, Intuition, Teacher Competencies, Mathematics Instruction, Mathematical Logic, Mathematical Concepts, Concept Formation, Questionnaires, Teacher Certification
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A