Building Support for Scholarly Practices in Mathematics Methods (hc)

ISBN-13: 9781641130264 / Angielski / Twarda / 2017 / 376 str.

Signe E. Kastberg

Spis treści

• Foreword, Christine D. Thomas.
• Preface, Signe E. Kastberg, Andrew M. Tyminski, Alyson E. Lischka, and Wendy B. Sanchez.
• Section I: Perspectives And Mathematics Methods Courses.
• Setting the Stage: Explorations of Mathematics Teacher Educator Practices, Signe E. Kastberg, Andrew M. Tyminski, Alyson E. Lischka, and Wendy B. Sanchez.
• Political Conocimiento for Teaching Mathematics: Why Teachers Need It and How to Develop It, Rochelle Gutiérrez.
• Challenges in Mathematics Teacher Education from a (Mostly) Constructivist Perspective, Martin A. Simon.
• Teaching a Mathematics Methods Course: Understanding Learning From a Situative Perspective, Elham Kazemi.
• Section II: Using Perspectives To Inform Scholarly Inquiry And Practice.
• Using the Knowledge Quartet to Support Prospective Teacher Development During Methods Coursework, Tracy L. Weston.
• Three Learning Perspectives for Translating Curriculum Into Instruction, Darrell Earnest and Julie M. Amador.
• Diverse Perspectives on Sociopolitical Framings for Mathematics Methods, Frances K. Harper, Beth Herbel? Eisenmann, and Andrea McCloskey.
• Section III: Learning Goals And Activities In Mathematics Methods Courses.
• Experiences Using Clinical Interviews in Mathematics Methods Courses to Empower Prospective Teachers: A Conversation Among Three Critical Mathematics Educators, Theodore Chao, Jessica Hale, and Stephanie Behm Cross.
• Situating Learning for Secondary Mathematics Prospective Teachers Within the Context of Rehearsals: Challenges and Resulting Adaptations, Fran Arbaugh, Robert Wieman, Anne E. Adams, Dawn Teuscher, and Laura R. Van Zoest.
• Rehearsing for the Politics of Teaching Mathematics, Rochelle Gutiérrez, Juan Manuel Gerardo, and Gabriela E. Vargas.
• Activities and a Cognitive Pedagogy for Fostering Prospective Teachers’ Concept? Development Practices in Mathematics Methods Courses, Barbara Kinach, Stephen Bismarck, and Wesam Salem.
• Section IV: Activity Development.
• An Illustration of Scholarly Inquiry from the Cognitive Perspective: The Development of an Integer Activity for Prospective Elementary or Middle School Teachers, Nicole M. Wessman?Enzinger and Wesam Salem.
• Enhancing Activities in Mathematics Methods Courses to Achieve Sociopolitical Goals, Brian R. Lawler, Raymond LaRochelle, and Angela Thompson.
• Shifting Focus: Exploring the Evolution of the Learner Analysis, Jennifer Ward.
• Section V: Activities And Implementations.
• Bringing Mathematics Methods Into Classrooms, Rajeev Virmani, Megan W. Taylor, and Chepina Rumsey Co?authoring with: Tabatha Box, Elham Kazemi, Melinda Knapp, Sararose Lynch, Catherine Schwartz, Barbara Swartz, Tracy Weston, Dawn Woods.
• Prospective Teachers Analyzing Transcripts of Teaching, Laura M. Singletary, Zandra de Araujo, and AnnaMarie Conner.
• Doing Mathematics Across Languages: Exploring Possibilities for Supporting Emergent Bilinguals’ Mathematical Communication and Engagement, Frances K. Harper, Wendy B. Sanchez, and Beth Herbel?Eisenmann.
• Using Mathematics Autobiography Stories to Support Emerging Elementary Mathematics Teachers’ Sociopolitical Consciousness and Identity, Anne Marie Marshall and Theodore Chao.
• Section VI: Looking Inward.
• Interpretations and Uses of Classroom Video in Teacher Education: Comparisons Across Three Perspectives, Stephanie Casey, Ryan Fox, and Alyson E. Lischka.
• Theoretical Perspectives, Goals, and Activities for Secondary Mathematics Education Methods Courses, Ryan C. Smith, Cynthia E. Taylor, and Dongjo Shin.
• The “Mirror Test”: A Tool for Reflection on Our Sociopolitical Identities as Mathematics Teacher Educators, Andrea McCloskey, Brian R. Lawler, and Theodore Chao.
• Section VII: Commentary.
• A Commentary With Urgency: Looking Across Theoretical Perspectives to Put Relationship Building with Underserved Students at the Forefront of Our Work, Richard Kitchen.
• About the Editors.