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|a9780494297254
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|a(UMI)AAINR29725
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|aAAINR29725
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|aTMUE|beng|cTMUE|dTMUE
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|c$1
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1
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|aProulxJerome
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|a((Enlarging) secondary-level mathematics teachers' mathematical knowledge: An investigation of professional development|h[[electronic resource]]
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|aAnn Arbor, Mich : |bUMI, |c2007
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|a315 p
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|aSource: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3319
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|aSchool code: 0351
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|aThesis (Ph.D.)--University of Alberta (Canada), 2007
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|aThis doctoral dissertation reports on a professional development intervention aimed at enlarging the mathematical knowledge of six secondary mathematics teachers. The program focused on offering learning opportunities to experience and explore school mathematics concepts, along different avenues from ones solely limited to procedures. A model of professional development was developed, which aimed at exploring in depth the school mathematics concepts in order for teachers to (1) learn more about the mathematics they teach and (2) address teaching issues emerging in relation to this mathematics
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|aThe analysis of the sessions provides results concerning the learning opportunities and impact that this approach had on teachers. It created two types of mathematical learning experiences: a refinement of teachers' knowledge of the mathematics concepts, and the learning of "new" mathematical concepts. In addition, three different types of teaching issues were addressed: development of knowledge and anticipatory skills about students' understandings, instances of pedagogical content knowledge, and discussion of issues related to teachers' everyday practices. The teachers also demonstrated changes throughout the year concerning their mathematical understanding, what they believed and appreciated as adequate mathematical understanding, and their ways of approaching mathematical topics (different from a procedural orientation). The exploration of mathematical concepts created contexts in which teachers could appreciate and experience school mathematics as mathematics, and these experiences gave rise to teaching issues/strategies that led teachers to reflect on potential avenues to adopt to provide their students with similar mathematical experiences. Additionally, because these six teachers were strongly oriented toward and privileged procedures in mathematics, the teacher educator was significant in enabling and encouraging teachers to enlarge their knowledge and perceive issues along different perspectives
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|aFrom the truism that one cannot teach what one does not know about, one important contribution of the research is that a particular focus on (school) mathematics represents a promising and fruitful point of entry for teacher education practices. It is an approach that has the potential to enlarge and enrich teachers' knowledge of mathematics, and their teaching practices, but, above all, the mathematical experiences they can offer to their students
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|aEducation, Mathematics
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0
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|aEducation, Teacher Training
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2
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|aUniversity of Alberta (Canada)
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|uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR29725|z連結全文
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