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Preparing prospective secondary teachers to teach mathematical reasoning and proof: the case of the role of examples in proving
ZDM - Tập 55 - Trang 779-792 - 2023
Mathematics teacher education programs in the United States are charged with preparing prospective secondary teachers (PSTs) to teach reasoning and proving across grade levels and mathematical topics. Although most programs require a course on proof, PSTs often perceive it as disconnected from their future classroom practice. Our design research project developed a capstone course Mathematical Rea......
Learning from worked-examples in mathematics: students relate procedures to principles
ZDM - Tập 49 - Trang 571-584 - 2017
This article discusses the relevance of the worked-example effect for mathematics education. This effect refers to the finding that, in initial cognitive skill acquisition, students profit more from studying worked examples as compared to solving problems. One reason for the effectiveness of worked examples is that the students get the opportunity to interrelate principles (e.g., mathematical theo......
Working with tasks for the learning of problem solving in maths teaching as an issue of the first teacher training phase
ZDM - Tập 37 - Trang 351-353 - 2005
This article describes learning goals of teacher training for the working with tasks in maths lessons. Selected common and different features of tasks intended for the learning and performing are especially referred to
Seventh-grade students’ representations for pictorial growth and change problems
ZDM - Tập 40 - Trang 97-110 - 2007
The purpose of this teaching experiment was to investigate eight seventh-grade pre-algebra students’ development of algebraic thinking in problems related in growth and change pattern structure. The teaching experiment was designed to help students (1) identify and generalise patterns in relationships between quantities in the pictorial growth and change problems, (2) represent these generalisatio......
Erratum to: Mathematical working space and paradigms as an analysis tool for the teaching and learning of analysis
ZDM - Tập 48 - Trang 755-755 - 2016
Modelling and the representational imagination
ZDM - Tập 50 - Trang 45-59 - 2018
This article examines the work of 30 in-service teachers engaged with modelling activities during a course within an Ecuadorian master’s degree program in mathematics teaching. These teachers experienced a sequence of activities designed to explore imaginative aspects of mathematical modelling and problem solving, inviting perspectives from life outside of school. They built rich connections betwe......
Conception of expert mathematics teacher: a comparative study between Hong Kong and Chongqing
ZDM - Tập 45 - Trang 121-132 - 2013
This paper reports the similarities and differences in how “expert mathematics teacher” is conceptualized by mathematics educators in Hong Kong and Chongqing, two cities in China which share similar but different cultural and social backgrounds. Thirty-seven mathematics education researchers, school principals with mathematics education background, and mathematics teachers were interviewed on thei......
Renewing textbooks to align with reformed curriculum in former colonies: Ugandan school mathematics textbooks
ZDM - Tập 50 Số 5 - Trang 937-948 - 2018
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