| dc.contributor | 教育系 | - |
| dc.creator (作者) | Hong, Huang-Yao;Chang, Yu-Han | - |
| dc.creator (作者) | 洪煌堯 | - |
| dc.date (日期) | 2010 | - |
| dc.date.accessioned | 29-六月-2015 18:00:28 (UTC+8) | - |
| dc.date.available | 29-六月-2015 18:00:28 (UTC+8) | - |
| dc.date.issued (上傳時間) | 29-六月-2015 18:00:28 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/76137 | - |
| dc.description.abstract (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. | - |
| dc.relation (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 | - |
| dc.subject (關鍵詞) | Knowledge building; Mathematics teachings; Middle school; Peer evaluations; Teaching practices; University course; Video analysis; Mathematical techniques; Teaching; Students | - |
| dc.title (題名) | Design-based knowledge building practices in mathematics teaching | - |
| dc.type (資料類型) | conference | en |
