Pre-Service Primary Teachers' Choice of Mathematical Examples: Formative Analysis of Lesson Plan Data
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| Title: | Pre-Service Primary Teachers' Choice of Mathematical Examples: Formative Analysis of Lesson Plan Data |
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| Language: | English |
| Authors: | Huntley, Ray, Mathematics Education Research Group of Australasia |
| Source: | Mathematics Education Research Group of Australasia. 2013Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013). |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2013 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education Grade 2 Primary Education Early Childhood Education Grade 3 |
| Descriptors: | Preservice Teachers, Lesson Plans, Foreign Countries, Mathematics, Mathematics Teachers, Mathematics Education, Pedagogical Content Knowledge, Mathematical Concepts, Research Projects, Undergraduate Students, Teacher Education, Elementary School Teachers, Elementary School Mathematics, Grade 2, Grade 3 |
| Geographic Terms: | United Kingdom |
| Abstract: | The learning and teaching of mathematics are key elements for primary school teachers, and various approaches for teaching mathematics to pre-service teachers are evident in mathematics education. This paper reports on a project to develop a critical approach to using mathematical subject knowledge in choosing learning examples and examines data from United Kingdom pre-service teachers' lessons. The data suggests pre-service teachers have no structured method for choosing examples, which impacts on the quality of the learning experiences of students. |
| Abstractor: | As Provided |
| Number of References: | 16 |
| Entry Date: | 2017 |
| Accession Number: | ED572908 |
| Database: | ERIC |
| Abstract: | The learning and teaching of mathematics are key elements for primary school teachers, and various approaches for teaching mathematics to pre-service teachers are evident in mathematics education. This paper reports on a project to develop a critical approach to using mathematical subject knowledge in choosing learning examples and examines data from United Kingdom pre-service teachers' lessons. The data suggests pre-service teachers have no structured method for choosing examples, which impacts on the quality of the learning experiences of students. |
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