000			04061nam a22004335i 4500
001			978-0-387-09812-8
003			DE-He213
005			20250710083926.0
007			cr nn 008mamaa
008			130531s2011 xxu| s |||| 0|eng d
020			_a9780387098128 _a99780387098128
024	7		_a10.1007/978-0-387-09812-8 _2doi
082	0	4	_a370 _223
100	1		_aZaslavsky, Orit. _eeditor.
245	1	0	_aConstructing Knowledge for Teaching Secondary Mathematics _h[recurso electrónico] : _bTasks to enhance prospective and practicing teacher learning / _cedited by Orit Zaslavsky, Peter Sullivan.
264		1	_aBoston, MA : _bSpringer US : _bImprint: Springer, _c2011.
300			_aX, 330 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aMathematics Teacher Education ; _v6
505	0		_aIntroduction -- 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.
520			_aTeacher 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.
650		0	_aEDUCATION.
650		0	_aMATHEMATICS.
650	1	4	_aEDUCATION.
650	2	4	_aMATHEMATICS EDUCATION.
650	2	4	_aTEACHING AND TEACHER EDUCATION.
700	1		_aSullivan, Peter. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9780387098111
830		0	_aMathematics Teacher Education ; _v6
856	4	0	_uhttp://dx.doi.org/10.1007/978-0-387-09812-8 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c56078 _d56078