Transforming Aspirations of Future Mathematics Teachers Into Strategies In Context

Irene Biza

Transforming Aspirations of Future Mathematics Teachers Into Strategies In Context

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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Abstract

In this paper I present a collaborative research and development programme, in which we design situation specific tasks and use them to explore, challenge and change knowledge and beliefs of in- and pre-service secondary mathematics teachers. In this work we use practice-based and research-informed tasks in which we invite teachers to consider a mathematical problem and typical student responses (and teacher reactions) to this problem. So far the programme develops in four stands: (1) mathematical knowledge for teaching; (2) classroom management and mathematics learning; (3) disability and inclusion in the mathematics classroom; and, (4) meta-use of tasks and task development. Examples of tasks from these strands will be discussed in the session.

Original language	English
Title of host publication	Didactics of Mathematics in Higher Education as a Scientific Discipline –Conference Proceedings
Editors	R. Göller, R. Biehler, R. Hochmuth, H.-G. Rück
Place of Publication	Kassel, Germany
Publisher	Universitätsbibliothek Kassel
Pages	43-47
Number of pages	5
Publication status	Published - 2015
Event	Didactics of Mathematics in Higher Education as a Scientific Discipline - Hannover, Germany Duration: 1 Dec 2015 → 4 Dec 2015

Conference

Conference	Didactics of Mathematics in Higher Education as a Scientific Discipline
Country/Territory	Germany
City	Hannover
Period	1/12/15 → 4/12/15

Keywords

MathTASK

Access to Document

Accepted manuscriptAccepted author manuscript, 211 KB

Cite this

@inproceedings{e4ad93fe94964c58a40ddefe95ec7801,

title = "Transforming Aspirations of Future Mathematics Teachers Into Strategies In Context",

abstract = "In this paper I present a collaborative research and development programme, in which we design situation specific tasks and use them to explore, challenge and change knowledge and beliefs of in- and pre-service secondary mathematics teachers. In this work we use practice-based and research-informed tasks in which we invite teachers to consider a mathematical problem and typical student responses (and teacher reactions) to this problem. So far the programme develops in four stands: (1) mathematical knowledge for teaching; (2) classroom management and mathematics learning; (3) disability and inclusion in the mathematics classroom; and, (4) meta-use of tasks and task development. Examples of tasks from these strands will be discussed in the session.",

keywords = "MathTASK",

author = "Irene Biza",

year = "2015",

language = "English",

pages = "43--47",

editor = "R. G{\"o}ller and R. Biehler and R. Hochmuth and H.-G. R{\"u}ck",

booktitle = "Didactics of Mathematics in Higher Education as a Scientific Discipline –Conference Proceedings",

publisher = "Universit{\"a}tsbibliothek Kassel",

note = "Didactics of Mathematics in Higher Education as a Scientific Discipline ; Conference date: 01-12-2015 Through 04-12-2015",

}

Biza, I 2015, Transforming Aspirations of Future Mathematics Teachers Into Strategies In Context. in R Göller, R Biehler, R Hochmuth & H-G Rück (eds), Didactics of Mathematics in Higher Education as a Scientific Discipline –Conference Proceedings. Universitätsbibliothek Kassel, Kassel, Germany, pp. 43-47, Didactics of Mathematics in Higher Education as a Scientific Discipline, Hannover, Germany, 1/12/15.

Transforming Aspirations of Future Mathematics Teachers Into Strategies In Context. / Biza, Irene.

Didactics of Mathematics in Higher Education as a Scientific Discipline –Conference Proceedings. ed. / R. Göller; R. Biehler; R. Hochmuth; H.-G. Rück. Kassel, Germany : Universitätsbibliothek Kassel, 2015. p. 43-47.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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AB - In this paper I present a collaborative research and development programme, in which we design situation specific tasks and use them to explore, challenge and change knowledge and beliefs of in- and pre-service secondary mathematics teachers. In this work we use practice-based and research-informed tasks in which we invite teachers to consider a mathematical problem and typical student responses (and teacher reactions) to this problem. So far the programme develops in four stands: (1) mathematical knowledge for teaching; (2) classroom management and mathematics learning; (3) disability and inclusion in the mathematics classroom; and, (4) meta-use of tasks and task development. Examples of tasks from these strands will be discussed in the session.

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BT - Didactics of Mathematics in Higher Education as a Scientific Discipline –Conference Proceedings

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