Constructing Knowledge for Teaching Secondary Mathematics Tasks to e
Teacher education seeks to transform prospective and/or practicing teachers from neophyte possibly uncritical perspectives on teaching and learning to more knowledgeable, adaptable, analytic, insightful, observant, resourceful, reflective and confident pr
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MATHEMATICS TEACHER EDUCATION VOLUME 6 SERIES EDITOR Andrea Peter-Koop, University of Oldenburg, Germany Patricia Wilson, University of Georgia, United States EDITORIAL BOARD Andy Begg, Auckland University of Technology, New Zealand Chris Breen, University of Cape Town, South Africa Francis Lopez-Real, University of Hong Kong, China Jarmila Novotna, Charles University, Czechoslovakia Jeppe Skott, Danish University of Education, Copenhagen, Denmark Peter Sullivan, Monash University, Monash, Australia Dina Tirosh, Tel Aviv University, Israel SCOPE The Mathematics Teacher Education book series presents relevant research and innovative international developments with respect to the preparation and professional development of mathematics teachers. A better understanding of teachers’ cognitions as well as knowledge about effective models for preservice and inservice teacher education is fundamental for mathematics education at the primary, secondary and tertiary level in the various contexts and cultures across the world. Therefore, considerable research is needed to understand what facilitates and impedes mathematics teachers’ professional learning. The series aims to provide a significant resource for teachers, teacher educators and graduate students by introducing and critically reflecting new ideas, concepts and findings of research in teacher education.
For other titles published in this series, go to http://www.springer.com /series/6327
Orit Zaslavsky • Peter Sullivan Editors
Constructing Knowledge for Teaching Secondary Mathematics Tasks to Enhance Prospective and Practicing Teacher Learning
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Editors Prof. Orit Zaslavsky New York University NY 10003 USA Technion—Israel Institute of Technology Haifa 32000 Israel [email protected]
Prof. Peter Sullivan Faculty of Education Monash University Wellington Road, 3800 Clayton, Victoria Australia [email protected]
ISBN 978-0-387-09811-1 e-ISBN 978-0-387-09812-8 DOI 10.1007/978-0-387-09812-8 Springer New York Dordrecht Heidelberg London © Springer Science+Business Media, LLC 2011 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Cover design: eStudio Calamar S.L. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Contents
etting the Stage: A Conceptual Framework for Examining S and Developing Tasks for Mathematics Teacher Education
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