Teaching with problem-oriented curricula : a case study of middle-school mathematics instruction
In: The Journal of experimental education, Jg. 64 (1995), Heft 1, S. 5-26
Online
academicJournal
- print; 1 p.1/4
Zugriff:
A major goal of the current reform movement in mathematics education is to develop students' problem solving ability by helping them to make connections among mathematical concepts. The A. explores this recommanded reform by profiling an experienced teacher and examining her use of two problems from a problem-oriented unit developed by an in-progress middle school mathematics curriculum can help teachers offer opportunities for students to make substantive mathematical connections. However, the teacher also had problem solving goals that focused on the application of known rules and procedures. These teacher goals may have prevented students from making some connections among mathematical concepts that were possible in this problem-oriented unit. These case study findings suggest that developers of problem-oriented curricula need to address more carefully how teachers can learn to develop their instruction along the trajectory of reforms incorporated in these curricula.
Titel: |
Teaching with problem-oriented curricula : a case study of middle-school mathematics instruction
|
---|---|
Autor/in / Beteiligte Person: | RICKARD, A |
Link: | |
Zeitschrift: | The Journal of experimental education, Jg. 64 (1995), Heft 1, S. 5-26 |
Veröffentlichung: | Washington, DC: Heldref, 1995 |
Medientyp: | academicJournal |
Umfang: | print; 1 p.1/4 |
ISSN: | 0022-0973 (print) |
Schlagwort: |
|
Sonstiges: |
|