Developing "Deliberate Analysis" for Learning Mathematics and for Mathematics Teacher Education: How the Enactive Approach to Cognition Frames Reflection

Autor/inn/en	Brown, Laurinda; Coles, Alf
Titel	Developing "Deliberate Analysis" for Learning Mathematics and for Mathematics Teacher Education: How the Enactive Approach to Cognition Frames Reflection
Quelle	In: Educational Studies in Mathematics, 80 (2012) 1-2, S.217-231 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-012-9389-7
Schlagwörter	Mathematics Education; Figurative Language; Mathematics Teachers; Mathematics Instruction; Data Analysis; Reflective Teaching; Models; Preservice Teachers; Preservice Teacher Education; Learning Strategies; Educational Strategies; Schemata (Cognition) + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Auswertung; Analogiemodell; Lehramtsstudiengang; Lehrerausbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrstrategie; Cognition; Schema; Kognition
Abstract	We illustrate and exemplify how the idea of reflection is framed by the enactive concept of "deliberate analysis". In keeping with this frame, we do not attempt to define reflection but rather work on the question of "how do we do reflecting?" within such a frame. We set out our enactivist theoretical stance, in particular pointing to implications for how we can learn from experience and showing the role of "deliberate analysis". We then describe, drawing on education literature, what is generally seen as the purpose of reflection and review some existing conceptualizations in mathematics education, pointing out where we draw distinctions. To illustrate how we do reflecting, we offer excerpts from two lessons of an expert teacher and the writing of a prospective teacher. We exemplify how reflecting as deliberate analysis leads to a way of working with teachers supporting them in handling multiple views and ambiguity, their actions being contingent upon their students' actions in learning mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10