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Teaching and learning involve reflexive actions and should be chosen thoughtfully and deliberately, not because someone has decided what works. In this study, I examine how complex conversations might offer pedagogical and theoretical (re)considerations in a teacher education course on mathematics. The two main research questions I explore are: 1) How can complex conversations those involving multiple perspectives aid pre-service teachers in becoming reflective practitioners, effective professionals, and inquiring pedagogues? 2) How am I transformed as I experience and reflect on participation…mehr

Produktbeschreibung
Teaching and learning involve reflexive actions and
should be chosen thoughtfully and deliberately, not
because someone has decided what works. In this
study, I examine how complex conversations might
offer pedagogical and theoretical (re)considerations
in a teacher education course on mathematics. The two
main research questions I explore are:
1) How can complex conversations those involving
multiple perspectives aid pre-service teachers in
becoming reflective practitioners, effective
professionals, and inquiring pedagogues?
2) How am I transformed as I experience and reflect
on participation in these complex conversations?
Complex conversations encourage a different form of
interaction, a different way of imagining the world.
May mathematics education be(come) a field of study
that allows for differences, multiple perspectives,
and authentic questions, where ideas do not converge
or diverge but co-emerge
Autorenporträt
Sarah Smitherman Pratt earned a B.S. from Texas A&M University,
M.A. and Ph.D. from Louisiana State University. She then became
an assistant professor in mathematics education at the University
of North Carolina at Greensboro. She currently works at Louisiana
Resource Center for in Baton Rouge, LA, where she resides with
her husband and daughter.