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| Field |
Value |
| Title: | Design-based knowledge building practices in mathematics teaching |
| Authors: | Hong, Huang-Yao;Chang, Yu-Han
洪煌堯 |
| Contributors: | 教育系 |
| Keywords: | Knowledge building; Mathematics teachings; Middle school; Peer evaluations; Teaching practices; University course; Video analysis; Mathematical techniques; Teaching; Students |
| Date: | 2010 |
| Issue Date: | 2015-06-29 18:00:28 (UTC+8) |
| Abstract: | 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. |
| Relation: | 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 |
| Data Type: | conference |
| DCField |
Value |
Language |
| dc.contributor (Contributor) | 教育系 | - |
| dc.creator (Authors) | Hong, Huang-Yao;Chang, Yu-Han | - |
| dc.creator (Authors) | 洪煌堯 | - |
| dc.date (Date) | 2010 | - |
| dc.date.accessioned | 2015-06-29 18:00:28 (UTC+8) | - |
| dc.date.available | 2015-06-29 18:00:28 (UTC+8) | - |
| dc.date.issued (Issue Date) | 2015-06-29 18:00:28 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/76137 | - |
| dc.description.abstract (Abstract) | 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. | - |
| dc.relation (Relation) | 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 | - |
| dc.subject (Keywords) | Knowledge building; Mathematics teachings; Middle school; Peer evaluations; Teaching practices; University course; Video analysis; Mathematical techniques; Teaching; Students | - |
| dc.title (Title) | Design-based knowledge building practices in mathematics teaching | - |
| dc.type (Data Type) | conference | en |
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