By Philip Clarkson, Norma C. Presmeg
ISBN-10: 0387096728
ISBN-13: 9780387096728
ISBN-10: 0387096736
ISBN-13: 9780387096735
Critical concerns in arithmetic Education offers the numerous contributions of Professor Alan Bishop in the arithmetic schooling study group. Six serious concerns, each one of that have had paramount value within the improvement of arithmetic schooling examine, are reviewed and comprise a dialogue of present advancements in each one zone.
Teacher choice making, spatial/visualizing geometry, academics and learn, cultural/social facets of arithmetic schooling, socio political concerns, and values function the fundamental matters mentioned during this exam of arithmetic schooling over the past fifty years in which Professor Bishop has been lively within the field.
A entire dialogue of every of those issues is learned through providing the reader a vintage examine contribution of Professor Bishop’s including observation and invited chapters from best specialists within the box of arithmetic education.
Critical concerns in arithmetic Education will make a useful contribution to the continuing mirrored image of mathematic schooling researchers world wide, but in addition to coverage makers and instructor educators who desire to comprehend many of the key matters with which arithmetic schooling has been and nonetheless is anxious, and the context during which Professor Bishop’s key contributions to those learn matters have been made.
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Additional resources for Critical Issues in Mathematics Education: Major Contributions of Alan Bishop
Example text
We then trace teacher decision making research through the 1980s and 1990s concluding with the “revival” of the centrality of decision making in current research on teaching in the disciplines – a revival whose existence we recognize although this research does not label it as such and does not draw connections to Bishop’s (or Shulman’s or Shavelson’s) work on clinical schema and decision making. Bishop and Whitfield on Teacher Decision Making Bishop and Whitfield (1972) believed that teacher decision making was ubiquitous and frequent.
The teachers themselves comment on this, particularly those who put forward a strategy which no one else in the group would use. Occasionally there is a desire to pursue the notion of the ‘best’ strategy for any one incident, which can occasionally put the researcher in an awkward situation! The range of possible choices open at any incident is something which often surprises them as well. Take this incident as an example. A ten-year-old child has come to you with a subtraction problem and wants to know if her answer is right.
26): It is half term and an unattractive 17 year old female pupil who has an unsettled home life has rung you up for the second evening in succession to say that she is depressed. How would you deal with her problem? The other decision situations were drawn from teaching in two content areas: mathematics (Bishop) and science (Whitfield). The example at the outset of the chapter provides an illustration of a mathematics teaching situation. Bishop and Whitfield envisioned teacher education students working either individually or in groups grappling with a particular teaching situation.
Critical Issues in Mathematics Education: Major Contributions of Alan Bishop by Philip Clarkson, Norma C. Presmeg
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