An Account of a Teacher's Perspective on Learning and Teaching Mathematics: Implications for Teacher Development |
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| Authors: | Ron Tzur Martin A Simon Karen Heinz Margaret Kinzel |
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| Institution: | (1) Curriculum and Instruction Department, The Penn State University, 270 Chambers Bldg, University Park, PA 16802, USA;(2) College of Science and Technology, Department of Computing and Mathematical Science, Texas A&M University, Corpus Christi, TX 78412, USA;(3) Department of Mathematics and Computer Science, Boise State University, Boise, ID 93724-1555, USA |
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| Abstract: | This report presents an account of one teacher's mathematics teaching and a perspective that underlies his teaching. Nevil
was a fifth grade teacher participating incurrent mathematics education reforms in the United States. Through the account,
we make distinctions about teachers' thinking and practice that can inform teacher education efforts. We constructed an account
by analyzing four sets of classroom observations and interviews. We observed that Nevil decomposed his understandings of the mathematics into smaller components and connections among those components. He created situations that
he believed made those components and connections transparent and attempted to elicit those connections from the students.
This account illustrates a practice that is different both from traditional practice and the type of practice that we would
envision as a goal for teacher development. We contribute two important aspects of mathematics teacher development from traditional
to reform-oriented teaching. In particular, we describe teachers' perspectives – assimilatory structures that constrain and
afford (a) the sense they make of professional development opportunities and (b) their potential learning in teacher education
settings.
This revised version was published online in August 2006 with corrections to the Cover Date. |
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