Literaturnachweis - Detailanzeige
| Autor/in | Showalter, Daniel A. |
|---|---|
| Institution | Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM) |
| Titel | Place-Based Mathematics: A Conflated Pedagogy? Working Paper No. 43 |
| Quelle | (2012), (29 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Place Based Education; Mathematics Education; Rural Education; Statistics; Mathematics Teachers; Theory Practice Relationship; Secondary School Teachers; College Faculty; Semi Structured Interviews; Doctoral Programs; College Graduates; Mathematics Activities; Qualitative Research; State Standards; Alabama; Kentucky; Maine; Nebraska; Ohio; Vermont; Washington; Trends in International Mathematics and Science Study |
| Abstract | Place-based mathematics education (PBME) has the potential to engage students with the mathematics inherent in the local land, culture, and community. However, research has identified daunting barriers to this pedagogy, especially in abstract mathematics courses such as algebra and beyond. In this study, 15 graduates of a doctoral program in rural mathematics education were interviewed about their attempts to integrate PBME in their classrooms. By using qualitative methods to code and categorize interview data, three themes emerged: (a) PBME was easier to teach about than to practice, (b) several factors contributed to participants' level of depth and authenticity in employing PBME, and (c) teaching place-based statistics was fundamentally different than teaching place-based mathematics. The findings suggest that making a distinction between place-based mathematics education and place-based statistics education would benefit research and practice in both areas. Semi-structured interview protocols are appended. (As Provided). |
| Anmerkungen | Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM). Web site: http://sites.google.com/site/acclaimruralmath |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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