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Two Mathematics Teachers' Personal Practical Knowledge : = Experiences Making Curriculum Within the 3D Inquiry Space = Conocimiento practico personal de dos profesores de matematicas: Experiencias creando curriculum en el espacio de investigacion 3D.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Two Mathematics Teachers' Personal Practical Knowledge :/
其他題名:	Experiences Making Curriculum Within the 3D Inquiry Space = Conocimiento practico personal de dos profesores de matematicas: Experiencias creando curriculum en el espacio de investigacion 3D.
其他題名:	Conocimiento practico personal de dos profesores de matematicas :
作者:	Suazo Flores, Elizabeth.
面頁冊數:	1 online resource (186 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355612608

Two Mathematics Teachers' Personal Practical Knowledge : = Experiences Making Curriculum Within the 3D Inquiry Space = Conocimiento practico personal de dos profesores de matematicas: Experiencias creando curriculum en el espacio de investigacion 3D.
Suazo Flores, Elizabeth.

Two Mathematics Teachers' Personal Practical Knowledge :Experiences Making Curriculum Within the 3D Inquiry Space = Conocimiento practico personal de dos profesores de matematicas: Experiencias creando curriculum en el espacio de investigacion 3D.Conocimiento practico personal de dos profesores de matematicas :Experiencias creando curriculum en el espacio de investigacion 3D. - 1 online resource (186 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--Purdue University, 2017.

Includes bibliographical references

This study is an effort to expand conceptualizations of mathematics teachers' knowledge where teachers' experiences are considered an important source of their knowledge. Using Schwab's (1969, 1983) concept of curriculum and Dewey's (1938) theory of experience as theoretical lenses, the researcher, a former secondary mathematics teacher, explored an eighth-grade mathematics teacher's personal practical knowledge ([PPK], Elbaz, 1981, 1983). The mathematics aspect of this study was the emerging concept of area as students worked on a lesson involving real-world context. Field and research texts were constructed through narrative inquiry (Clandinin & Connelly, 2000). This study illustrates how under a four-year collaboration: 1) the researcher learned about the mathematics teacher's PPK and her personal PPK in relation to the teacher; 2) mathematics teachers make curriculum (Clandinin & Connelly, 1992) by paying attention to their experiences, readings their students, and following Dewey's (1938) principle of continuity; and 3) the teachers' previous experiences with the area concept informed their in-the-moment understandings of the concept and their interactions with students, and between themselves, allowed them to develop new understandings of area and its teaching.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355612608Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

Two Mathematics Teachers' Personal Practical Knowledge : = Experiences Making Curriculum Within the 3D Inquiry Space = Conocimiento practico personal de dos profesores de matematicas: Experiencias creando curriculum en el espacio de investigacion 3D.
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500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
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502 $a Thesis (Ph.D.)--Purdue University, 2017.
504 $a Includes bibliographical references
520 $a This study is an effort to expand conceptualizations of mathematics teachers' knowledge where teachers' experiences are considered an important source of their knowledge. Using Schwab's (1969, 1983) concept of curriculum and Dewey's (1938) theory of experience as theoretical lenses, the researcher, a former secondary mathematics teacher, explored an eighth-grade mathematics teacher's personal practical knowledge ([PPK], Elbaz, 1981, 1983). The mathematics aspect of this study was the emerging concept of area as students worked on a lesson involving real-world context. Field and research texts were constructed through narrative inquiry (Clandinin & Connelly, 2000). This study illustrates how under a four-year collaboration: 1) the researcher learned about the mathematics teacher's PPK and her personal PPK in relation to the teacher; 2) mathematics teachers make curriculum (Clandinin & Connelly, 1992) by paying attention to their experiences, readings their students, and following Dewey's (1938) principle of continuity; and 3) the teachers' previous experiences with the area concept informed their in-the-moment understandings of the concept and their interactions with students, and between themselves, allowed them to develop new understandings of area and its teaching.
520 $a Este estudio es un esfuerzo para expandir la investigacion del conocimiento de profesores de matematicas donde las experiencias de los profesores son consideradas una fuente importante de su conocimiento. Utilizando como marco teorico el concepto de curriculum de Schwab (1969, 1983) y la teoria de experiencia de Dewey (1938), la investigadora, una profesora secundaria de matematicas, exploro el conocimiento practico personal de una profesora de octavo grado ([PPK], Elbaz, 1981, 1983). La parte matematica de este estudio es el emergente concepto de area mientras los estudiantes trabajaron en una leccion que involucraba el contexto del mundo real. Los textos de campo e investigacion fueron construidos a traves de investigacion narrativa (Clandinin & Connelly, 2000). Este estudio ilustra como bajo cuatro anos de colaboracion: 1) la investigadora aprendio sobre el PPK de la profesora y el suyo, 2) profesores de matematicas crean curriculum (Clandinin & Connelly, 1992) poniendo atencion a sus experiencias, las lecturas de sus estudiantes, y siguiendo el principio de continuidad de Dewey (1938); y 3) las experiencias previas de los profesores con el concepto de area informo sus entendimientos del concepto y sus interacciones con sus estudiantes, y entre ellos, les permitio desarrollar nuevos entendimientos del concepto de area y su ensenanza.
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