NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ818448
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0002-4805
Between Meaning-Making and Learning the "Rule": The Case of a Prospective Teacher of Mathematics at the Secondary Level
Proulx, Jerome
Alberta Journal of Educational Research, v54 n3 p258-271 Fall 2008
This article reports on a case study intended to improve understanding of the development and characteristics of prospective mathematics teachers' oral explanations. The teaching practices of Donna, who taught algebraic operations, were analyzed, after which she was interviewed. The presence of an important tension in how Donna explained mathematics emerged where her explanations were divided between contextualized understandings and formalized knowledge, highlighting the difficulties in teaching of transition from one to the other. The article concludes with a discussion of a plausible rationale for this tension, which emerges from an understanding of mathematics as reduced to a call for formalized procedures.
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada