NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ926539
Record Type: Journal
Publication Date: 2011-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 10
ISBN: N/A
ISSN: N/A
From Whole Class to Small Groups Instruction: Learners Developing Mathematical Concepts
Margolin, Ilana; Regev, Hayuta
Issues in the Undergraduate Mathematics Preparation of School Teachers, v2 Feb 2011
This case study examines the ways in which a teacher education program develops prospective teachers who implement the principles of constructing mathematical knowledge via a learning discourse. The study presents and analyzes a mathematical discourse in a 4th grade class as well as the feedback conversation of prospective teachers with their methods supervisor. Findings suggest that there are at least five main components teachers have to relate to in order to bring about change in the pupils' discourse. The article concludes with a discussion of the need to build a different culture in schools and in teacher education. (Contains 6 figures.)
Department of Mathematics and Statistics, Texas Tech University. Broadway and Boston, Lubbock, TX 79409-1042. Tel: 806-742-2566; Fax: 806-742-1112; e-mail: math.dept@ttu.edu; Web site: http://www.k-12prep.math.ttu.edu/journal/journal.shtml
Publication Type: Historical Materials; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A