id: 05919425
dt: a
an: 2011e.00447
au: Sullivan, Peter; Jorgensen, Robyn; Mousley, Judith
ti: Using a model for planning and teaching lessons as part of mathematics
teacher education.
so: Zaslavsky, Orit (ed.) et al., Constructing knowledge for teaching secondary
mathematics. Tasks to enhance prospective and practicing teacher
learning. Berlin: Springer (ISBN 978-0-387-09811-1/hbk;
978-0-387-09812-8/ebook). Mathematics Teacher Education 6, 291-306
(2011).
py: 2011
pu: Berlin: Springer
la: EN
cc: D49 D20 B50
ut: mathematics tasks; mathematics lessons; planning and teaching mathematics;
preservice teacher education; lesson planning; classroom tasks; problem
posing; open ended problems; constructivism; social interactions;
learning; content selction; context
ci:
li: doi:10.1007/978-0-387-09812-8_18
ab: Summary: This chapter describes a task for prospective teachers in which
they use a particular planning and teaching model as a way of coming to
understand the challenges and opportunities in non-routine tasks, and
in particular considering the steps that are necessary in converting
the tasks into learning opportunities. A particular focus of the
planning and teaching model is the way that it addresses the needs of
low achieving students, and especially those who may be disadvantaged
due to social circumstances. The planning and teaching model involves
using content specific open-ended tasks; planning a hypothetical
trajectory of tasks; making the relevant pedagogies explicit; ensuring
there is sufficient shared experience to allow meaningful discussions
and review; and, developing enabling prompts to support students
experiencing difficulty as well as extending prompts to engage students
who complete the set work. Each of these elements can form the content
of teacher education programs for prospective and practising
mathematics teachers.
rv: