id: 06282721
dt: j
an: 2014c.00365
au: Teixidor-i-Bigas, Montserrat; Schliemann, AnalĂșcia D.; Carraher, David W.
ti: Integrating disciplinary perspectives: the PoincarĂ© Institute for
Mathematics Education.
so: Math. Enthus. 10, No. 3, 519-562 (2013).
py: 2013
pu: Information Age Publishing (IAP), Charlotte, NC; University of Montana,
Department of Mathematical Sciences, Missoula, MT
la: EN
cc: D39 B50 M19
ut: lower secondary; teaching; inservice teacher education; interdisciplinary
approach; middle school mathematics; elementary algebra; functions as
core concept; algebraic reasoning; collaboration between mathematicians
and educators; professional development; research; content selection;
representations; transformations; invariance and change; mathematical
model building; real life applications; mathematical applications;
everyday mathematics
ci:
li: http://www.math.umt.edu/tmme/vol10no3/3_TMEvol10no3_iBigasetal_pp519_562.pdf
ab: Summary: We describe the development of the PoincarĂ© Institute, an NSF-MSP
supported program developed through Tufts University Departments of
Mathematics, Education, and Physics and by TERC, in partnership with
nine school districts in Massachusetts, New Hampshire, and Maine. We
focus on the challenges of developing an interdisciplinary program
aimed at improving the teaching and learning of mathematics from grades
5 to 9, the choice of mathematical and educational content of the
program, the course structure, and the progress of the first cohort of
participant teachers. We also outline the changes we are implementing
for future cohorts.
rv: