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ERIC Number: EJ877915
Record Type: Journal
Publication Date: 2010-Feb
Pages: 21
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1386-4416
How to Develop Mathematics-for-Teaching and for Understanding: The Case of Meanings of the Equal Sign
Prediger, Susanne
Journal of Mathematics Teacher Education, v13 n1 p73-93 Feb 2010
What kind of mathematical knowledge do prospective teachers need for teaching and for understanding student thinking? And how can its construction be enhanced? This article contributes to the ongoing discussion on mathematics-for-teaching by investigating the case of understanding students' perspectives on equations and equalities and on meanings of the equal sign. It is shown that diagnostic competence comprises didactically sensitive mathematical knowledge, especially about different meanings of mathematical objects. The theoretical claims are substantiated by a report on a teacher education course, which draws on the analysis of student thinking as an opportunity to construct didactically sensitive mathematical knowledge for teaching for pre-service middle-school mathematics teachers.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A