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Two Mathematics Teachers' Personal P...

Suazo Flores, Elizabeth.

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Two Mathematics Teachers' Personal Practical Knowledge: Experiences Making Curriculum Within the 3D Inquiry Space = = Conocimiento practico personal de dos profesores de matematicas: Experiencias creando curriculum en el espacio de investigacion 3D.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Two Mathematics Teachers' Personal Practical Knowledge: Experiences Making Curriculum Within the 3D Inquiry Space =/
Reminder of title:	Conocimiento practico personal de dos profesores de matematicas: Experiencias creando curriculum en el espacio de investigacion 3D.
Author:	Suazo Flores, Elizabeth.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	186 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10684004
ISBN:	9780355612608

Two Mathematics Teachers' Personal Practical Knowledge: Experiences Making Curriculum Within the 3D Inquiry Space = = Conocimiento practico personal de dos profesores de matematicas: Experiencias creando curriculum en el espacio de investigacion 3D.
Suazo Flores, Elizabeth.

Two Mathematics Teachers' Personal Practical Knowledge: Experiences Making Curriculum Within the 3D Inquiry Space =Conocimiento practico personal de dos profesores de matematicas: Experiencias creando curriculum en el espacio de investigacion 3D. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 186 p.

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--Purdue University, 2017.

This study is an effort to expand conceptualizations of mathematics teachers' knowledge where teachers' experiences are considered an important source of their knowledge. Using Schwab's (1969, 1983) concept of curriculum and Dewey's (1938) theory of experience as theoretical lenses, the researcher, a former secondary mathematics teacher, explored an eighth-grade mathematics teacher's personal practical knowledge ([PPK], Elbaz, 1981, 1983). The mathematics aspect of this study was the emerging concept of area as students worked on a lesson involving real-world context. Field and research texts were constructed through narrative inquiry (Clandinin & Connelly, 2000). This study illustrates how under a four-year collaboration: 1) the researcher learned about the mathematics teacher's PPK and her personal PPK in relation to the teacher; 2) mathematics teachers make curriculum (Clandinin & Connelly, 1992) by paying attention to their experiences, readings their students, and following Dewey's (1938) principle of continuity; and 3) the teachers' previous experiences with the area concept informed their in-the-moment understandings of the concept and their interactions with students, and between themselves, allowed them to develop new understandings of area and its teaching.

ISBN: 9780355612608Subjects--Topical Terms:

641129
Mathematics education.

Two Mathematics Teachers' Personal Practical Knowledge: Experiences Making Curriculum Within the 3D Inquiry Space = = Conocimiento practico personal de dos profesores de matematicas: Experiencias creando curriculum en el espacio de investigacion 3D.
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