id: 05881915
dt: a
an: 2013f.00108
au: Pereira, Peter
ti: Reconstructing teachers of mathematics.
so: Schuck, Sandy (ed.) et al., What counts in teaching mathematics. Adding
value to self and content. Berlin: Springer (ISBN
978-94-007-0460-2/hbk; 978-94-007-0461-9/ebook). Self-Study of Teaching
and Teacher Education Practices 11, 145-159 (2011).
py: 2011
pu: Berlin: Springer
la: EN
cc: B50 G10 C79 D40
ut: geometry teaching; self-study; teacher education; tensions of teaching
ci:
li: doi:10.1007/978-94-007-0461-9_10
ab: Summary: Reform pedagogy in mathematics requires teachers to reconstruct
themselves as learners of mathematics at the same time as they
reconstruct themselves as teachers of mathematics. Using data from a
middle school geometry course for practicing teachers, I identify
difficulties encountered as I tried to help teachers learn mathematics
in a new way. Teachers have strong emotions ‒ including their fears
of failure, of exposure, and of inadequacy-and their frustration with
learning can end up disempowering them. They have strong beliefs about
what mathematics is and some well-entrenched habits for teaching it. In
particular, they often feel that reform methods will require them to
give up control, a feeling that, though inaccurate, is widespread and
powerful. As a result, any curriculum designed to reacquaint teachers
with who they are as learners and teachers of mathematics will
inevitably expand beyond the intellectual aims of the objective content
to include emotions inherent in the teaching and learning process.
Because this is also true for me, I examine dilemmas and tensions I
experienced when teachers did not meet my expectations. I conclude by
arguing that what transfers most powerfully from my classroom to theirs
is the emotional experience of learning.
rv: