00000cmm a22000005i 4500 UP-99796217611020027 Buklod 20230504003249.0 m||||fo||d| |||||| cr cn |||aaaaa 130531s2011 xxu u | eng d 978-0-387-09812-8 (ebook) (iLib)UPD-00208003878 DML eng DMLUC QA 11.2 C66 2011eb Constructing knowledge for teaching secondary mathematics tasks to enhance prospective and practicing teacher learning [electronic resource] edited by Orit Zaslavsky, Peter Sullivan. Boston, MA Springer US Imprint: Springer 2011. 1 online resource. Mathematics teacher education 6 Introduction -- Varying, Adapting and Considering Alternatives -- Classification and Noticing Similarities and Differences -- Conflict, Dilemmas and Their Resolution -- Designing and Solving Problems -- Learning from the Study of Practice -- Selecting and Using Appropriate Tools for Teaching -- Identifying and Overcoming Barriers to Student Learning and Becoming Sensitive to Students' Thinking and Inventive Ideas -- Sharing and Revealing Self, Peer, and Student Dispositions -- Summary. IP based subscription, on campus and remote access. Access via Electronic Resources of the UPD University Library Website. Teacher education seeks to transform prospective and/or practicing teachers from neophyte possibly uncritical perspectives on teaching and learning to more knowledgeable, adaptable, analytic, insightful, observant, resourceful, reflective and confident professionals ready to address whatever challenges teaching secondary mathematics presents. This transformation occurs optimally through constructive engagement in tasks that foster knowledge for teaching secondary mathematics. Ideally such tasks provide a bridge between theory and practice, and challenge, surprise, disturb, confront, extend, or provoke examination of alternatives, drawn from the context of teaching. We define tasks as the problems or activities that, having been developed, evaluated and refined over time, are posed to teacher education participants. Such participants are expected to engage in these tasks collaboratively, energetically, and intellectually with an open mind and an orientation to future practice. The tasks might be similar to those used by classroom teachers (e.g., the analysis of a graphing problem) or idiosyncratic to teacher education (e.g., critique of videotaped practice). This edited volume includes chapters based around unifying themes of tasks used in secondary mathematics teacher education. These themes reflect goals for mathematics teacher education, and are closely related to various aspects of knowledge required for teaching secondary mathematics. They are not based on the conventional content topics of teacher education (e.g., decimals, grouping practices), but on broad goals such as adaptability, identifying similarities, productive disposition, overcoming barriers, micro simulations, choosing tools, and study of practice. This approach is innovative and appeals both to prominent authors and to our target audiences. This book may inspire researchers who engage in the study of design principles and characteristics of productive tasks for secondary mathematics teacher education. Electronic reproduction. New York SpringerLink 2011. Available via World Wide Web through SpringerLink. Mathematics Study and teaching (Secondary). Electronic books. Zaslavsky, Orit. Sullivan, Peter. SpringerLink (Online service). Electronic Resource Available for University of the Philippines Diliman via SpringerLink. Click here to access http://link.springer.com/book/10.1007/978-0-387-09812-8 FO Monograph UPD DMLR Electronic Resource