id: 05919422
dt: a
an: 2011e.00446
au: Da Ponte, João Pedro
ti: Using video episodes to reflect on the role of the teacher in mathematical
discussions.
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, 249-261
(2011).
py: 2011
pu: Berlin: Springer
la: EN
cc: D49 H29 U89 B50
ut: teacher education; algebraic thinking; analysing students’ difficulties;
classroom discussion; video episodes; teaching methods; instructinal
modes; group work; problem posinf; exploratory algebra tasks; teachers
as workshop leaders; learning problems; classroom research
ci:
li: doi:10.1007/978-0-387-09812-8_15
ab: Summary: This chapter presents a practice-based teacher education activity
addressing the power of exploratory tasks to foster students’
learning and the role of the teacher conducting classroom discussions
regarding such tasks. First, this activity involves the teachers in
analysing a given algebra task, its potential for the mathematics
classroom, and the possible difficulties for the students. Then, the
teachers observe a classroom episode with students presenting and
discussing solutions for the task under the guidance of the teacher and
strive to interpret the events. And, finally, the participants reflect
on the contrast of what they previously thought and what they saw
happening in the classroom. The chapter discusses the potential of such
practice-based activities for teacher education.
rv: