skip to main content
訪客
個人書架
我的帳戶
登出
登入
This feature requires javascript
檢索首頁
圖書館首頁
電子期刊
引用參考文獻查詢
指定參考書查詢
新書通報
標籤查詢
線上輔助
語言:
English
繁體中文
This feature required javascript
This feature requires javascript
Primo Search
館藏+文章
館藏+文章
館藏
查館藏
文章
查文章
機構典藏
機構典藏
Search For:
Clear Search Box
Search in:
館藏
Or hit Enter to replace search target
Or select another collection:
Search in:
館藏
進階檢索
瀏覽查詢
This feature requires javascript
資源種類
criteria input
圖書
期刊
視聽資料
全部館藏
顯示結果:
criteria input
包含在我的檢索語句內
完全相同
起始以
顯示結果:
查詢種類 索引
criteria input
任何地方
題名
ISBN
ISSN
Show Results with:
題名
Show Results with:
任何地方
題名
ISBN
ISSN
This feature requires javascript
Mathematical Knowledge for Teaching Proof.
Kristin. Lesseig Oregon State University. 2012
Dissertation Abstracts International 73-05A.
線上取得
線上檢視
詳細格式
評論和標籤
相關文章推薦
FullText@NUTN
This feature requires javascript
傳送到
加入個人書架
從個人書架中移除
E-mail
列印
永久連結
引用
EndNote
導出 RiS
This feature requires javascript
題名:
Mathematical Knowledge for Teaching Proof.
著者:
Kristin. Lesseig
Oregon State University.
主題:
Education, Mathematics
;
Education, Teacher Training
所屬期刊:
Dissertation Abstracts International 73-05A.
描述:
The purpose of this study was to detail mathematical knowledge that supports the work of teaching proof and to investigate how such knowledge is evidenced in professional development (PD). To advance the construct of mathematical knowledge for teaching (MKT) in the context of proof, I developed a framework of MKT for proof by documenting classroom proof activity and student and teachers' understanding of proof in coordination with Ball and colleagues' (2008) domains of teacher knowledge. The framework specifies ways in which teachers hold their knowledge of proof across domains of common and specialized content knowledge as well as knowledge of students and teaching.
This MKT for proof framework supported an empirical study of teachers' proof activity within an existing PD project, Researching Mathematics Leader Learning (RMLL). Specifically, this dissertation details teachers' work on two proofrelated tasks in RMLL seminars and subsequent PD sessions case study teachers enacted. Findings indicate how the two tasks engaged teachers in different though complementary aspects of MKT for proof. These findings resulted in the refinement of the MKT for proof framework and demonstrated its utility in linking PD activities to domains of teacher knowledge. For example, activities in which participants were prompted to compare or evaluate justifications afforded opportunities to develop specialized knowledge of proof representations and argument structures.
Comparing the use of the same tasks across seminars and PD enactments allowed for a more detailed description of MKT for proof afforded by each task. This comparison highlighted how the specific goals and context of these PD sessions led to the foregrounding of different aspects of MKT for proof. For example, knowledge of proof and students (e.g. considering algebraic representations that might be accessible to students) was more evident when tasks were linked to particular grade level concerns.
PD is a primary means for teachers to both enhance their own understanding of proof and to develop the knowledge and skills needed to engage students in rich proof experiences (Knuth, 2002; Sowder, 2007). This study offers significant insights on how PD might support such learning and provides a valuable analytic tool for further investigation of mathematical knowledge specifically useable in teaching proof.
出版者:
Thesis (Ph.D.)--Oregon State University, 2012.
建立日期:
2012
格式:
287 p..
語言:
英文
識別號:
ISBN9781267130006
資源來源:
NUTN ALEPH
連結
連結圖書館目錄
Electronic resource
連結到 Amazon.com
連結到 WorldCat®
This feature requires javascript
This feature requires javascript
返回到檢索清單
This feature requires javascript
This feature requires javascript
正在檢索遠程資料庫,請稍等
查詢:
在
scope:("NUTN"),scope:(NUTN_ALEPH)
顯示現有記錄
This feature requires javascript
This feature requires javascript