東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Two Mathematics Teachers' Personal P...

Suazo Flores, Elizabeth.

FindBook

Google Book

Amazon

博客來

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.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Two Mathematics Teachers' Personal Practical Knowledge: Experiences Making Curriculum Within the 3D Inquiry Space =/
其他題名:	Conocimiento practico personal de dos profesores de matematicas: Experiencias creando curriculum en el espacio de investigacion 3D.
作者:	Suazo Flores, Elizabeth.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	186 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Mathematics education. -
電子資源:	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.
LDR:02421nmm a2200313 4500 001 2163672
005 20181022132747.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355612608
035 $a (MiAaPQ)AAI10684004
035 $a (MiAaPQ)purdue:22171
035 $a AAI10684004
040 $a MiAaPQ $c MiAaPQ
100 1 $a Suazo Flores, Elizabeth. $3 3351697
245 1 0 $a Two Mathematics Teachers' Personal Practical Knowledge: Experiences Making Curriculum Within the 3D Inquiry Space = $b Conocimiento practico personal de dos profesores de matematicas: Experiencias creando curriculum en el espacio de investigacion 3D.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 186 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Adviser: Signe Kastberg.
502 $a Thesis (Ph.D.)--Purdue University, 2017.
520 $a 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.
590 $a School code: 0183.
650 4 $a Mathematics education. $3 641129
650 4 $a Curriculum development. $3 684418
650 4 $a Middle school education. $3 969762
690 $a 0280
690 $a 0727
690 $a 0450
710 2 $a Purdue University. $b Curriculum and Instruction. $3 1019080
773 0 $t Dissertation Abstracts International $g 79-07A(E).
790 $a 0183
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10684004