id: 05873921
dt: j
an: 2011b.00257
au: Silver, Edward
ti: Examining what teachers do when they display their best practice: teaching
mathematics for understanding.
so: J. Math. Educ. Teach. Coll. 1, 1-6 (2010).
py: 2010
pu: Teachers College (TC), Columbia University, New York, NY
la: EN
cc: C70
ut: teaching practice; teaching for understanding; educational research;
teaching; USA
ci:
li: http://journals.tc-library.org/index.php/matheducation/article/view/498
ab: Summary: Despite several decades of research in psychology and mathematics
education pointing to the importance of learning mathematics with
understanding, other research on teachers’ instructional practice in
mathematics classrooms has found a remarkably consistent
characterization of mathematics teaching in the United States as
generally doing little to help students develop a deep understanding of
mathematical ideas. Because the practice of teaching mathematics for
understanding is so rarely encountered, it has not been extensively
studied empirically. This paper summarizes the findings of an analysis
of selected mathematical and pedagogical features of the lesson
materials found in the portfolio entries submitted by candidates
seeking certification by the National Board for Professional Teaching
Standards in the area of Early Adolescence/Mathematics. These lessons
were selected by teachers and were intended to display “best
practice" examples of their teaching mathematics for understanding.
Some implications for further research and for teacher education are
also discussed.
rv: