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https://ah.lib.nccu.edu.tw/handle/140.119/76137
題名: | Design-based knowledge building practices in mathematics teaching | 作者: | Hong, Huang-Yao;Chang, Yu-Han 洪煌堯 |
貢獻者: | 教育系 | 關鍵詞: | Knowledge building; Mathematics teachings; Middle school; Peer evaluations; Teaching practices; University course; Video analysis; Mathematical techniques; Teaching; Students | 日期: | 2010 | 上傳時間: | 29-Jun-2015 | 摘要: | This study investigates the impact of engaging teacher-education students in sustained design and knowledge building practices in mathematics teaching on their views of mathematics and mathematics teaching. Participants were nine teacher-education students who took a university course titled \"Middle School Mathematics Teaching.\" Data primarily came from student discourse recorded in a Knowledge Forum database, peer evaluation and video analysis on student teaching practices, and an open-ended mathematics belief survey. Preliminary results suggest that teacher-education students became progressively more adaptive in their teaching practice. More importantly, their views of mathematics became more constructivist-oriented, and in the meantime, their views of mathematics teaching also became more student-centered. | 關聯: | Learning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences, Volume 1, 2010, Pages 121-128, 9th International Conference of the Learning Sciences, ICLS 2010; Chicago, IL; United States; 29 June 2010 到 2 July 2010; 代碼 97957 | 資料類型: | conference |
Appears in Collections: | 會議論文 |
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p121-hong.pdf | 811.69 kB | Adobe PDF2 | View/Open |
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