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Mathematics Virtual Learning Village: Occassioning Student Teachers' Learning to Teach Mathematics
Unformatted Document Text:  Joyce Mgombelo Research agenda 3 that any good mathematics education research should be structured around mathematics activities or tasks. It is expected that this presentation will open a discussion among mathematics educators on the nature of teaching practices that might bring about learning as articulated by reformers. As well, the presentation will open discussion among mathematics educators not only on the nature of mathematics tasks teacher and students are engaged with but also in what ways teachers attend to these tasks and how does this translate in their teaching. References Ball, D., & Bass. H. (2002). Toward a practice-based theory of mathematical knowledge for teaching. Plenary lecture at the 26th Annual Meeting of the Canadian Mathematics Educators Study Group, Kingston, ON, May. Boaler, J. (2003). Studying and Capturing the Complexity of Practice: The Case of the Dance of Agency. In Neil A. Pateman, Barbara J. Dougherty and Joseph T. Zillox (Eds.). Proceedings of the 2003 joint meeting of Psychology of Mathematics Education International and North American Chapter. CRDG, College of Education, University of Hawai‘i Capper, J (2001) Shoma: A Private sector contribution to South Africa’s teacher development. Teacher Training and Technology Case Study Series. Washington D.C: IIE Grimmett, P.P., & MacKinnon, A.M. (1992). Craft knowledge and the education of teachers. In G. Grant (Ed.), Review of Research in Education 18 (pp. 385-456). Washington D.C.: The American Educational Research Association.Kennedy, M. (1991). Some surprising findings on how teachers learn to teach. Educational Leadership, 49(3), 14-17. National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston VA: National Council of Teachers of Mathematics. National Council of Teachers of Mathematics. (1995). Assessment standards for school mathematics. Reston VA: National Council of Teachers of Mathematics. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston VA: National Council of Teachers of Mathematics. Sfard, A. (2002). On reform movement and limits of mathematical discourse. Mathematical thinking and Learning 2(3), 157 – 189 Sierpinska, A. (forthcoming). Research in Mathematics Education: Through a Keyhole. In Elaine Simmt and Brent Davis (Eds.). Proceedings of the Annual Meeting of Canadian Mathematics Education Study Group, 2003, Acadia University. Simmt, E., Davis, B., Gordon, L. & Towers, J. (2003). Teachers’ Mathematics: Curious Obligations. In Neil A. Pateman, Barbara J. Dougherty and Joseph T. Zillox (Eds.). Proceedings of the 2003 joint meeting of Psychology of Mathematics Education International and North American Chapter. CRDG, College of Education, University of Hawai`i

Authors: Mgombelo, Joyce.
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background image
Joyce Mgombelo
Research agenda
3
that any good mathematics education research should be structured around mathematics
activities or tasks.
It is expected that this presentation will open a discussion among mathematics educators on
the nature of teaching practices that might bring about learning as articulated by reformers. As
well, the presentation will open discussion among mathematics educators not only on the nature
of mathematics tasks teacher and students are engaged with but also in what ways teachers attend
to these tasks and how does this translate in their teaching.

References
Ball, D., & Bass. H. (2002). Toward a practice-based theory of mathematical knowledge for
teaching. Plenary lecture at the 26th Annual Meeting of the Canadian Mathematics
Educators Study Group, Kingston, ON, May.
Boaler, J. (2003). Studying and Capturing the Complexity of Practice: The Case of the Dance of
Agency. In Neil A. Pateman, Barbara J. Dougherty and Joseph T. Zillox (Eds.).
Proceedings of the 2003 joint meeting of Psychology of Mathematics Education
International and North American Chapter.
CRDG, College of Education, University of
Hawai‘i
Capper, J (2001) Shoma: A Private sector contribution to South Africa’s teacher development.
Teacher Training and Technology Case Study Series. Washington D.C: IIE
Grimmett, P.P., & MacKinnon, A.M. (1992). Craft knowledge and the education of teachers. In
G. Grant (Ed.), Review of Research in Education 18 (pp. 385-456). Washington D.C.: The
American Educational Research Association.Kennedy, M. (1991). Some surprising findings
on how teachers learn to teach. Educational Leadership, 49(3), 14-17.
National Council of Teachers of Mathematics. (1991). Professional standards for teaching
mathematics. Reston VA: National Council of Teachers of Mathematics.
National Council of Teachers of Mathematics. (1995). Assessment standards for school
mathematics. Reston VA: National Council of Teachers of Mathematics.
National Council of Teachers of Mathematics. (2000). Principles and standards for school
mathematics. Reston VA: National Council of Teachers of Mathematics.
Sfard, A. (2002). On reform movement and limits of mathematical discourse. Mathematical
thinking and Learning 2(3), 157 – 189
Sierpinska, A. (forthcoming). Research in Mathematics Education: Through a Keyhole. In Elaine
Simmt and Brent Davis (Eds.). Proceedings of the Annual Meeting of Canadian
Mathematics Education Study Group, 2003,
Acadia University.
Simmt, E., Davis, B., Gordon, L. & Towers, J. (2003). Teachers’ Mathematics: Curious
Obligations. In Neil A. Pateman, Barbara J. Dougherty and Joseph T. Zillox (Eds.).
Proceedings of the 2003 joint meeting of Psychology of Mathematics Education
International and North American Chapter.
CRDG, College of Education, University of
Hawai`i


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