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Transforming images of mathematics/t...

Betts, Paul.

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Transforming images of mathematics/teaching: A study of pre-service teachers/teaching.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Transforming images of mathematics/teaching: A study of pre-service teachers/teaching./
作者:	Betts, Paul.
面頁冊數:	258 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3241.
Contained By:	Dissertation Abstracts International66-09A.
標題:	Education, Mathematics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR05970
ISBN:	9780494059708

Transforming images of mathematics/teaching: A study of pre-service teachers/teaching.
Betts, Paul.

Transforming images of mathematics/teaching: A study of pre-service teachers/teaching. - 258 p.

Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3241.

Thesis (Ph.D.)--The University of Regina (Canada), 2005.

The purpose of this research was to explore pre-service teacher's experiences with learning, teaching and the nature of mathematics during an elementary mathematics curriculum for which I was the instructor. This research is part of a larger reform movement in mathematics education (e.g., NCTM, 2000), which is oriented by socio-constructivist assumptions concerning learning and knowledge. I focused on noticing and interpreting student participants' evolving images of mathematics/teaching, as a means to make sense of my own evolving images of mathematics/teaching.

ISBN: 9780494059708Subjects--Topical Terms:

1017588
Education, Mathematics.

Transforming images of mathematics/teaching: A study of pre-service teachers/teaching.
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245 1 0 $a Transforming images of mathematics/teaching: A study of pre-service teachers/teaching.
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500 $a Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3241.
502 $a Thesis (Ph.D.)--The University of Regina (Canada), 2005.
520 $a The purpose of this research was to explore pre-service teacher's experiences with learning, teaching and the nature of mathematics during an elementary mathematics curriculum for which I was the instructor. This research is part of a larger reform movement in mathematics education (e.g., NCTM, 2000), which is oriented by socio-constructivist assumptions concerning learning and knowledge. I focused on noticing and interpreting student participants' evolving images of mathematics/teaching, as a means to make sense of my own evolving images of mathematics/teaching.
520 $a This inquiry was framed by principles of complexity, which is a post-positivist and holistic framework for interpreting social phenomena. The methodology used for this research project was oriented by Narrative (cf. Bruner, 1986, 1990; Bruner & Kalmar, 1998), which is seen as a metaphor for the processes by which a knower organizes experience. Narrative Inquiry (e.g., Clandinin & Connelly, 2000) provides a means to notice and interpret the narrated experiences of others and self.
520 $a As a result of student participant data analysis processes, an interpretive lens emerged for understanding a student's evolving images of mathematics/teaching in terms of co-negotiating tensions, dissonances and contradictions among available narratives within a participant's apparent experiences during the course. My interpretations of student stories became a means of understanding my own story as a negotiation of competing narratives. The processes and products of this inquiry may provide insight into the complex question of teachers changing and changing teachers.
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