To Change Teaching Practice and Students' Learning of Mathematics

Autor/inn/en	Olteanu, Constanta; Olteanu, Lucian
Titel	To Change Teaching Practice and Students' Learning of Mathematics
Quelle	In: Education Inquiry, 1 (2010) 4, S.381-397 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v1i4.21952
Schlagwörter	Teaching Methods; Academic Achievement; Mathematics Instruction; Teacher Effectiveness; Teacher Improvement; Foreign Countries; Teacher Student Relationship; Mathematics Teachers; Lesson Plans; Preschool Teachers; Elementary School Teachers; Middle School Teachers; Sweden + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Mathematics lessons; Mathematikunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lesson planning; Unterrichtsplanung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schweden
Abstract	This article forms part of a larger study aimed at supporting teachers in understanding their practice and improving it. Students' tests, an examination of students' mathematical work, teachers' lessons plans and reports of the lessons' instructions are the base data for this article. The analysis indicated that the teachers were unable to describe the critical aspects in students' learning at the beginning of the project. By giving teachers the training that allows them to become theorising teachers, they also obtain the possibility, as professional decision-makers, to develop the ability to identify the critical aspects of students' learning and consider how opportunities for learning can be enhanced. The findings suggest that developing an understanding of students' critical aspects can be a productive basis for helping teachers to make fundamental changes in their instructions and to improve mathematical communication in the classroom. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01