Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Computing and Mathematical Sciences
      • Computing and Mathematical Sciences Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Computing and Mathematical Sciences
      • Computing and Mathematical Sciences Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Experiencing a mathematical problem-solving teaching approach: Opportunities to identify ambitious teaching practices

      Bailey, Judy; Taylor, Merilyn
      Thumbnail
      Files
      260-716-1-PB(1).pdf
      Supporting information, 214.8Kb
      Link
       www.merga.net.au
      Find in your library  
      Citation
      Export citation
      Bailey, J., & Taylor, M. (2015). Experiencing a mathematical problem-solving teaching approach: Opportunities to identify ambitious teaching practices. Mathematics Teacher Education and Development, 17(2), 111–124.
      Permanent Research Commons link: https://hdl.handle.net/10289/10979
      Abstract
      Learning to teach is a complex matter, and many different models of pre-service teacher education have been used to support novice teachers in preparation for the classroom. More recently there have been calls for embedding practice at the centre of teachers’ professional preparation. Preparing novice teachers for ambitious teaching is demanding. A focus on core high-leverage practices such as teaching through problem-solving are suggested. In this study novice teachers engaged in practice-based teacher education to explore the learning and teaching of mathematics using a problem-solving approach. Findings suggest experiencing this approach is an important first step towards novice teachers learning about practices congruent with current reform expectations such as justifying mathematical reasoning, emphasising conceptual understanding, and catering for all learners. Novice teachers also began to envisage how ambitious mathematics pedagogies could be enacted in their future practice.
      Date
      2015
      Type
      Journal Article
      Publisher
      MERGA
      Rights
      © Mathematics Education Research Group of Australasia, Inc.
      Collections
      • Computing and Mathematical Sciences Papers [1454]
      Show full item record  

      Usage

      Downloads, last 12 months
      159
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement