id: 06325589
dt: a
an: 2014e.00163
au: Heid, M. Kathleen; Grady, Maureen; Jairam, Ashley; Lee, Younhee; Freeburn,
Ben; Karunakaran, Shiv
ti: A processes lens on a beginning teacher’s personal and classroom
mathematics.
so: Lo, Jane-Jane (ed.) et al., Research trends in mathematics teacher
education. Selected papers based on the presentations at the 34th
annual meeting of the North American Chapter of the International Group
for the Psychology of Mathematics Education, PME-NA, Kalamazoo, MI,
USA, November 1‒4, 2012. Cham: Springer (ISBN 978-3-319-02561-2/hbk;
978-3-319-02562-9/ebook). Research in Mathematics Education, 67-82
(2014).
py: 2014
pu: Cham: Springer
la: EN
cc: C30 D30 C70
ut: teacher knowledge; mathematical knowledge for teaching; beginning teachers
ci:
li: doi:10.1007/978-3-319-02562-9_4
ab: Summary: This study examines the relationship between mathematical
knowledge ‒ evidenced by a teacher’s engagement in mathematical
processes and actions on the products of those processes ‒ displayed
by a beginning secondary mathematics teacher (Fiona) in her personal
mathematical problem solving and in her classroom instruction. This
process and action approach involved analysis of Fiona’s use of four
mathematical process/product pairs (representing/representation,
justifying/justification, generalizing/generalization, and
defining/definition). Two themes arose in the analysis of interview and
classroom observation data: (a) Despite demonstrating the ability to do
so, Fiona did not regularly engage in processes in her personal
mathematics or classroom mathematics, and (b) Fiona focused on selected
features of a product or mathematical object rather than attending to a
sufficient set of relevant features. These themes suggest a treatment
of mathematics as not entirely connected that limited both Fiona’s
own problem solving and her students’ mathematical opportunities.
rv: