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Association: Name: North American Chapter of the International Group for the Psychology of Mathematics Education URL: http://www.pmena.org
Citation: URL: http://www.allacademic.com/meta/p24708_index.html Direct Link: HTML Code:

Berenson, Sarah., Droujkova, Maria., Slaten, Kelli. and Tombes, Sue. "Learning the Language of Mathematics Teaching: Situating the Educative Experiences of Prospective Teachers in the Domain of Diverse Learners" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA, Oct 20, 2005 <Not Available>. 2008-12-12 <http://www.allacademic.com/meta/p24708_index.html>

Berenson, S. , Droujkova, M. , Slaten, K. and Tombes, S. , 2005-10-20 "Learning the Language of Mathematics Teaching: Situating the Educative Experiences of Prospective Teachers in the Domain of Diverse Learners" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA Online <APPLICATION/PDF>. 2008-12-12 from http://www.allacademic.com/meta/p24708_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: The problem addressed in our design experiment is how the educative experiences that teacher educators provide to prospective teachers promote learning the language for mathematics teaching. Over several years of educating prospective middle grades and high school teachers, we have noted the limited collections of instructional representations and activities that prospective teachers bring to a first methods class (Berenson, et al. 2001). Their “language” collections are initially limited to symbols and numbers with few words. Here we identify several critical events within a larger design experiment that appeared to move 15 prospective teachers toward a perspective that required them to develop their language collections in a purposeful way. Our findings reveal and explain why many prospective teachers continue employing traditional approaches, always beginning their lessons with formalized learning. The researcher-instructors provided learning activities over two weeks that promoted image making, image having, and property noticing (Pirie &Kieren, 1994a). Most of the prospective teachers were then able to formalize these learning experiences within the domain of learner diversity, growing in their understanding of how to use their collections to increase their students’ learning of mathematics.

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Prospective Teachers' Perceptions of Teaching and Learning Mathematics through Images and Drawings

What Two Mathematics Educators Learned About Their Instruction and Pre-service Teachers’ Mathematical Understanding