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The purpose of this exploratory study was to use a teaching as problem solving perspective to examine the components of metacognition underlying the instructional practice of seven experienced and seven beginning teachers of secondary school mathematics. A metacognitive framework was developed to examine the thoughts of teachers before, during and after lesson enactments. Data were obtained through observations, lesson plans, videotapes, and audiotapes of structured interviews during the course of one semester. Data analysis suggests that the metacognition of teachers plays a well-defined role in classroom practice. These findings provide useful insights for researchers and teacher educators in their preservice and inservice mathematics programs. 相似文献
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A Cognitive Model for Examining Teachers' Instructional Practice in Mathematics: A Guide for Facilitating Teacher Reflection 总被引：1，自引：0，他引：1
The purpose of this exploratory study was to develop a model to examine teachers' instructional practice in secondary school mathematics in relationship to their underlying cognitions. The instructional practice and cognitions of seven experienced and seven beginning teachers of secondary school mathematics were examined as a basis for the creation of the model. To examine instructional practice a Phase-Dimension Framework for the Examination of Mathematics Teaching was developed. Data were obtained through observations, lesson plans, videotapes and audiotapes of structured interviews during the course of one semester. The value of the model lies in its usefulness as a guide for enabling teachers to reflect on their instructional practice and underlying cognitions in a structured, comprehensive manner.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
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Alice F. Artzt Alan Sultan Frances R. Curcio Theresa Gurl 《Journal of Mathematics Teacher Education》2012,15(3):251-262
This article describes an innovative capstone mathematics course that links college mathematics with school mathematics and pedagogy. It describes how college juniors in a secondary mathematics teacher preparation program engage in leadership experiences that enable them to learn mathematics for teaching while developing student-centered pedagogical and assessment strategies. Examples show how students teach the class, complemented by excerpts from student journals containing students?? perceptions of their learning. Preliminary research indicates the effectiveness of this course for preparing future mathematics teachers. 相似文献
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In response to the critical shortage of qualified mathematics teachers in the U.S., the TIME 2000 Program was created with
funds from the National Science Foundation, at Queens College of the City University of New York. Now institutionalized, the
program is designed to support the recruitment, preparation, and retention of prospective teachers through a close-knit learning
community in which participants experience an innovative and multifaceted program for their four years of undergraduate study.
This article describes the innovative aspects of the program that show promise of preparing highly competent teachers whose
careers span a lifetime. Short- and long-term strategies for recruiting students from high school are described as well as
the program components that are designed to increase retention of candidates in the program and in teaching.
相似文献
| Alice F. ArtztEmail: |
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Alice F. Artzt 《Journal of Mathematics Teacher Education》1999,2(2):143-166
This article presents a conceptual framework for studying the relationship between cognition and instructional practices of
preservice secondary mathematics teachers. It describes how the framework was used as a basis for activities in which preservice
teachers engaged in structured reflection on their teaching as a means towards their professional growth. The approach required
student teachers to engage in both prelesson and postlesson reflective activities. These activities are described, and details
of two cases are given. This article demonstrates how this approach can facilitate the progression of preservice teachers'
pedagogical techniques and conceptions.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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