id: 02342795
dt: a
an: 2001f.04513
au: Wood, Terry
ti: Learning to teach mathematics differently: reflection matters.
so: van den Heuvel-Panhuizen, Marja, Proceedings of the 25th conference of the
International Group for the Psychology of Mathematics Education. Vol.
4. , (ISBN 90-74684-16-5). 431-438 (2001).
py: 2001
pu: ,
la: EN
cc: C39
ut:
ci:
li:
ab: The nature of mathematics teaching, influenced by constructivist and social
theories, is better understood as the result of investigations of
accomplished teachers, but questions still remain as to how teachers’
learn this complex form of teaching. This research reports an
investigation of the interplay between beginning elementary teachers’
reflective thinking and changes made in their mathematics teaching. The
findings reveal teachers who change in teaching progressively increase
in depth of reflection on their teaching and in appropriately
interpreting their students’ intentions and mathematical thinking.
Reflections of teachers with little change in mathematics teaching
consist of descriptions, evaluations, and rationalizations of events;
moreover, they are unable to view circumstances from the students’
perspective. (orig.)
rv: