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ERIC Number: EJ864270
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0228-0671
Mathematics-for-Teaching as Shared Dynamic Participation
Davis, Brent; Renert, Moshe
For the Learning of Mathematics, v29 n3 p37-43 2009
We report on a two-year "concept study" in which a cohort of middle school teachers collectively deconstructed and reconstructed the concept of multiplication. Defining concept study as a collaborative structure through which mathematics educators identify, interpret, interrogate, invent, and elaborate images, metaphors, analogies, examples, exemplars, exercises, gestures, and applications that are invoked in efforts to support the development of students' mathematical understandings, we suggest that teachers' disciplinary knowledge might be more productively construed in terms of a participatory attitude toward mathematics than as an explicit body of knowledge.
FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5 Canada; e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A