کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
9649458 | 1436050 | 2005 | 15 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom
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کلمات کلیدی
موضوعات مرتبط
مهندسی و علوم پایه
ریاضیات
ریاضیات کاربردی
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چکیده انگلیسی
Despite general agreement that students should consider more than one way to solve a complex mathematics problem, this practice is rarely observed in U.S. classrooms. In this paper, we examine data that trace the year-long professional development experience of 12 veteran teachers of middle grades mathematics - experienced users of a standards-based mathematics curriculum - to unearth some issues and concerns that appeared to serve as obstacles to their use of multiple solutions in the classroom. We also identify key transformations that appear to account for the success of some teachers in embedding this practice in their instructional repertoire.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: The Journal of Mathematical Behavior - Volume 24, Issues 3â4, 2005, Pages 287-301
Journal: The Journal of Mathematical Behavior - Volume 24, Issues 3â4, 2005, Pages 287-301
نویسندگان
Edward A. Silver, Hala Ghousseini, Dana Gosen, Charalambos Charalambous, Beatriz T. Font Strawhun,