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Article de revue:
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ID no. (ISBN etc.): 07370008
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Clé de citation BibTeX: Sherin2002
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Sherin, M. G. (2002). When teaching becomes learning. Cognition & Instruction, 20(2), pp. 119–150.
Ajoutée par: Sterenn Audo 2008-02-14 11:15:01 Dernièrement modifiée par: Sterenn Audo 2008-02-14 11:42:06
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Résumé
This research examines the role of teachers' content knowledge during the implementation of mathematics education reform. Current mathematics education reform efforts require teachers to learn in the act of teaching. I claim that this learning occurs as teachers negotiate among 3 areas of their content knowledge: their understanding of the subject matter, view of the curriculum materials, and knowledge of student learning. The data for this study come from observations and videotapes of 2 teachers implementing a reform-based linear-functions unit in a high school algebra class. The focus of the article is a detailed analysis of 1 lesson that illustrates the process through which these negotiations occur and the learning that takes place as a result. [ABSTRACT FROM AUTHOR]
Ajoutée par: Sterenn Audo Dernièrement modifiée par: Sterenn Audo
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Idées
pdf dispo
Ajoutée par: Sterenn Audo
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