Pris: 29,-

Abstrakt

Bakgrunnen for denne artikkelen er vårt arbeid med det obligatoriske matematikkfaget i allmennlærerutdanningen. Vi analyserer studentenes arbeid med, og opplevelse av, det første praksisoppdraget i studiet deres. Oppdraget var å føre en samtale med en liten gruppe elever om et matematisk problem og observere og drøfte elevenes tankegang. Vi er interessert i hvordan og i hvilken grad studentene tar i bruk det vi har jobbet med i undervisningen når de er i en praksissituasjon. Å finne ut noe om dette kan gi en bedre forståelse av hvordan ulike elementer av matematikklærerkompetansen utvikles under studentenes utdanning, gjennom undervisning på høgskolen og i praksisoppdrag. Et annet interessant spørsmål er hvilke elementer av matematikklærerkompetansen som studentene er bevisste på så tidlig i utdanningen, og hva det er de selv mener de trenger for å bli matematikklærere. Det har betydning for vår undervisning hva studentene har behov for og opplever som relevant i undervisningen. Hvilke elementer av matematikklærerkompetansen må vi prøve å gjøre mer synlige for studentene?

Referanser

Ball, D.L., & Bass, H. (2003). Toward a practice-based theory of mathematical knowledge for teaching. I E. Simmt & B. Davis (red.), Proceedings of the 2002 Annual Meeting of the Canadian Mathematics Education Study Group (s. 3–14). Edmonton, AB: CMESG/GCEDM.


Ball, D.L., Lubienski, S.T., & Mewborn, D.S. (2001). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. I V. Richardson (red.), Handbook of research on teaching (4. utg.) (s. 433–456). Washington, DC: American Educational Research Association.


Ball, D., Thames, M.H., & Phelps, G. (2008). Content knowledge for teaching. What makes it special? Journal of Teacher Education, 59(5), 389–407.


Brousseau, G. (1997). Theory of didactical situations in mathematics. Dordrecht: Kluwer Academic Publishers.


Ebby, C. (2000). Learning to teach mathematics differently: The interaction between coursework and fieldwork for preservice teachers. Journal of Mathematics Teacher Education, 3, 69–97.


Empson, S.B., & Jacobs, V.R. (2008). Learning to listen to children’s mathematics. I D. Tirosh & T. Wood (red.), The international handbook of teacher education (vol. 2, s. 267–282). Rotterdam: Sense Publishers.


Fosnot, C., & Dolk, M. (2001). Young mathematicians at work. Constructing multiplication and division. Portsmouth, NH: Heinemann.


Gravemeijer, K. (1994). Educational development and developmental research in mathematics education. Journal for Research in Mathematics Education, 25(5), 443–471.


Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven, CT: Yale University Press.


Lo, J., Grant, T., & Flowers, J. (2008). Challenges in deepening prospective teachers’ understanding of multiplication through justification. Journal of Mathematics Teacher Education, 11, 5–22.


McDuffie, A.R., Drake, C., & Herbel-Eisenmann, B. (2008). The elementary mathematics methods course: Three professors’ experiences, foci, and challenges. I B. Jaworski & T. Wood (red.), The international handbook of mathematics teacher education (vol. 4, s. 247–264). Rotterdam: Sense Publishers.


Moyer, P., & Milewicz, E. (2002). Learning to question: Categories of questioning used by preservice teachers during diagnostic mathematics interviews, Journal of Mathematics Teacher Education, 5, 293–315.


Nicol, C. (1999). Learning to teach mathematics: Questioning, listening, and responding. Educational Studies in Mathematics, 37, 45–66.


Santagata, R., Zannoni, C., & Stiegler, J. (2007). The role of lesson analysis in pre-service teacher education. Journal of Mathematics Teacher Education, 10(2), 123–140.


Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.


Star, J., & Strickland, S. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107–125.


Zaslavsky, O., Chapman, O., & Leikin, R. (2003). Professional development in mathematics education: Trends and tasks. I A.J. Bishop, M.A. Clemens, C. Keitel, J. Kilpatrick, & F.K.S. Leung (red.), Second international handbook of mathematics education (s. 877–917). Dordrecht: Kluwer Academic Publishers.



Forrige artikkel      Neste artikkel