An Analysis of Prospective Teachers' Dual Roles in Understanding the Mathematics of Change: Eliciting Growth With Technology |
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| Authors: | Janet Bowers Helen M Doerr |
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| Institution: | (1) Center for Research in Mathematics and Science Education, College of Sciences, San Diego State University, San Diego, CA 92120, USA;(2) Department of Mathematics, Syracuse University, 215 Carnegie Library, Syracuse, NY 13244-1150, USA |
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| Abstract: | We analyze the interrelations between prospective and practicing teachers' learning of the mathematics of change and the development
of their emerging understanding of effective mathematics teaching. The participants in our study, who were all interested
in teaching secondary mathematics, were mathematics majors who had significant formal knowledge of the fundamental concepts
of calculus prior to taking our courses, but who often experienced and expressed procedural orientations toward the teaching
of mathematics. To address this difficulty, we developed novel computer-based activities to challenge the participants' mathematical
understandings and required them to use technology during short teaching episodes they conducted with younger students. To
analyze our participants' understandings, we developed a framework that juxtaposes the roles of the participants as students
and teachers, and their understanding of mathematics and of pedagogical strategies. Our analysis of the participants' views
from these different perspectives enabled us to see simultaneously the intertwined development of subject matter insights
and specific views of teaching.
This revised version was published online in August 2006 with corrections to the Cover Date. |
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