Building Support for Scholarly Practices in Mathematics Methods
1st Edition
Published on 9. January 2017
373 pages
978-1-64113-027-1 (ISBN)
Description
Building Support for Scholarly Practices in Mathematics Methods is the product of collaborations among over 40 mathematics teacher educators (MTEs) who teach mathematics methods courses for prospective PreK?12 teachers in many different institutional contexts and structures. Each chapter unpacks ways in which MTEs use theoretical perspectives to inform their construction of goals, activities designed to address those goals, facilitation of activities, and ways in which MTEs make sense of experiences prospective teachers have as a result. The book is organized in seven sections that highlight how the theoretical perspective of the instructor impacts scholarly inquiry and practice. The final section provides insight as we look backward to reflect, and forward with excitement, moving with the strength of the variation we found in our stories and the feeling of solidarity that results in our understandings of purposes for and insight into teaching mathematics methods. This book can serve as a resource for MTEs as they discuss and construct scholarly practices and as they undertake scholarly inquiry as a means to systematically examine their practice.
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Signe E. Kastberg | Andrew M. Tyminski | Alyson E. Lischka
Building Support for Scholarly Practices in Mathematics Methods
Book
09/2017
Information Age Publishing
€77.70
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Content
1 - Cover [Seite 1]
2 - Series page [Seite 2]
3 - Building Support for Scholarly Practices in Mathematics Methods [Seite 4]
4 - Library of Congress Cataloging-in-Publication Data [Seite 5]
5 - Dedication [Seite 6]
6 - Contents [Seite 8]
7 - Foreword [Seite 12]
8 - Preface [Seite 14]
9 - SECTION I: PERSPECTIVES AND MATHEMATICS METHODS COURSES [Seite 16]
9.1 - CHAPTER 1: Setting the Stage [Seite 18]
9.2 - CHAPTER 2: Political Conocimiento for Teaching Mathematics [Seite 26]
9.3 - CHAPTER 3: Challenges in Mathematics Teacher Education From a (Mostly) Constructivist Perspective [Seite 54]
9.4 - CHAPTER 4: Teaching a Mathematics Methods Course [Seite 64]
10 - SECTION II: USING PERSPECTIVES TO INFORM SCHOLARLY INQUIRY AND PRACTICE [Seite 82]
10.1 - CHAPTER 5: Using the Knowledge Quartet to Support Prospective Teacher Development During Methods Coursework [Seite 84]
10.2 - CHAPTER 6: Three Learning Perspectives for Translating Curriculum Into Instruction [Seite 100]
10.3 - CHAPTER 7: Diverse Perspectives on Sociopolitical Framings for Mathematics Methods [Seite 114]
11 - SECTION III: LEARNING GOALS AND ACTIVITIES IN MATHEMATICS METHODS COURSES [Seite 130]
11.1 - CHAPTER 8: Experiences Using Clinical Interviews in Mathematics Methods Courses to Empower Prospective Teachers [Seite 132]
11.2 - CHAPTER 9: Situating Learning for Secondary Mathematics Prospective Teachers Within the Context of Rehearsals [Seite 148]
11.3 - CHAPTER 10: Rehearsing for the Politics of Teaching Mathematics [Seite 164]
11.4 - CHAPTER 11: Activities and a Cognitive Pedagogy for Fostering Prospective Teachers' Concept-Development Practices in Mathematics Methods Courses [Seite 180]
12 - SECTION IV: ACTIVITY DEVELOPMENT [Seite 196]
12.1 - CHAPTER 12: An Illustration of Scholarly Inquiry from the Cognitive Perspective [Seite 198]
12.2 - CHAPTER 13: Enhancing Activities in Mathematics Methods Courses to Achieve Sociopolitical Goals [Seite 214]
12.3 - CHAPTER 14: Shifting Focus [Seite 230]
13 - SECTION V: ACTIVITIES AND IMPLEMENTATIONS [Seite 246]
13.1 - CHAPTER 15: Bringing Mathematics Methods Into Classrooms [Seite 248]
13.2 - CHAPTER 16: Prospective Teachers Analyzing Transcripts of Teaching [Seite 264]
13.3 - CHAPTER 17: Doing Mathematics Across Languages [Seite 278]
13.4 - CHAPTER 18: Using Mathematics Autobiography Stories to Support Emerging Elementary Mathematics Teachers' Sociopolitical Consciousness and Identity [Seite 294]
14 - SECTION VI: LOOKING INWARD [Seite 310]
14.1 - CHAPTER 19: Interpretations and Uses of Classroom Video in Teacher Education [Seite 312]
14.2 - CHAPTER 20: Theoretical Perspectives, Goals, and Activities for Secondary Mathematics Education Methods Courses [Seite 326]
14.3 - CHAPTER 21: The "Mirror Test" [Seite 340]
15 - SECTION VII: COMMENTARY [Seite 356]
15.1 - CHAPTER 22: A Commentary With Urgency [Seite 358]
16 - ABOUT THE EDITORS [Seite 374]
2 - Series page [Seite 2]
3 - Building Support for Scholarly Practices in Mathematics Methods [Seite 4]
4 - Library of Congress Cataloging-in-Publication Data [Seite 5]
5 - Dedication [Seite 6]
6 - Contents [Seite 8]
7 - Foreword [Seite 12]
8 - Preface [Seite 14]
9 - SECTION I: PERSPECTIVES AND MATHEMATICS METHODS COURSES [Seite 16]
9.1 - CHAPTER 1: Setting the Stage [Seite 18]
9.2 - CHAPTER 2: Political Conocimiento for Teaching Mathematics [Seite 26]
9.3 - CHAPTER 3: Challenges in Mathematics Teacher Education From a (Mostly) Constructivist Perspective [Seite 54]
9.4 - CHAPTER 4: Teaching a Mathematics Methods Course [Seite 64]
10 - SECTION II: USING PERSPECTIVES TO INFORM SCHOLARLY INQUIRY AND PRACTICE [Seite 82]
10.1 - CHAPTER 5: Using the Knowledge Quartet to Support Prospective Teacher Development During Methods Coursework [Seite 84]
10.2 - CHAPTER 6: Three Learning Perspectives for Translating Curriculum Into Instruction [Seite 100]
10.3 - CHAPTER 7: Diverse Perspectives on Sociopolitical Framings for Mathematics Methods [Seite 114]
11 - SECTION III: LEARNING GOALS AND ACTIVITIES IN MATHEMATICS METHODS COURSES [Seite 130]
11.1 - CHAPTER 8: Experiences Using Clinical Interviews in Mathematics Methods Courses to Empower Prospective Teachers [Seite 132]
11.2 - CHAPTER 9: Situating Learning for Secondary Mathematics Prospective Teachers Within the Context of Rehearsals [Seite 148]
11.3 - CHAPTER 10: Rehearsing for the Politics of Teaching Mathematics [Seite 164]
11.4 - CHAPTER 11: Activities and a Cognitive Pedagogy for Fostering Prospective Teachers' Concept-Development Practices in Mathematics Methods Courses [Seite 180]
12 - SECTION IV: ACTIVITY DEVELOPMENT [Seite 196]
12.1 - CHAPTER 12: An Illustration of Scholarly Inquiry from the Cognitive Perspective [Seite 198]
12.2 - CHAPTER 13: Enhancing Activities in Mathematics Methods Courses to Achieve Sociopolitical Goals [Seite 214]
12.3 - CHAPTER 14: Shifting Focus [Seite 230]
13 - SECTION V: ACTIVITIES AND IMPLEMENTATIONS [Seite 246]
13.1 - CHAPTER 15: Bringing Mathematics Methods Into Classrooms [Seite 248]
13.2 - CHAPTER 16: Prospective Teachers Analyzing Transcripts of Teaching [Seite 264]
13.3 - CHAPTER 17: Doing Mathematics Across Languages [Seite 278]
13.4 - CHAPTER 18: Using Mathematics Autobiography Stories to Support Emerging Elementary Mathematics Teachers' Sociopolitical Consciousness and Identity [Seite 294]
14 - SECTION VI: LOOKING INWARD [Seite 310]
14.1 - CHAPTER 19: Interpretations and Uses of Classroom Video in Teacher Education [Seite 312]
14.2 - CHAPTER 20: Theoretical Perspectives, Goals, and Activities for Secondary Mathematics Education Methods Courses [Seite 326]
14.3 - CHAPTER 21: The "Mirror Test" [Seite 340]
15 - SECTION VII: COMMENTARY [Seite 356]
15.1 - CHAPTER 22: A Commentary With Urgency [Seite 358]
16 - ABOUT THE EDITORS [Seite 374]
