Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Using half-baked microworlds to challenge teacher educators’ knowing

Using half-baked microworlds to challenge teacher educators’ knowing This article illustrates how four teacher educators in training were challenged with respect to their epistemology and perceptions of teaching and learning mathematics through their interactions with expressive digital media during a professional development course. The research focused on their experience of communally constructing artifacts and their reflections on the nature of mathematics and mathematics teaching and learning with digital media. I discussed three different ways in which this media was used by the teachers; first, as a means to engage in technical-applied mathematics to engineer mathematical models; second, as a means to construct models for students to engage in experimental-constructivist activity; thirdly, as a means to engage in a discussion of a challenging mathematical problem. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png "Technology, Knowledge and Learning" Springer Journals

Using half-baked microworlds to challenge teacher educators’ knowing

"Technology, Knowledge and Learning" , Volume 12 (2) – Apr 14, 2007

Loading next page...
 
/lp/springer-journals/using-half-baked-microworlds-to-challenge-teacher-educators-knowing-LMFjRNopRW
Publisher
Springer Journals
Copyright
Copyright © 2007 by Springer Science+Business Media, Inc.
Subject
Education; Learning and Instruction; Mathematics Education; Educational Technology; Science Education; Creativity and Arts Education
ISSN
2211-1662
eISSN
1573-1766
DOI
10.1007/s10758-007-9114-2
Publisher site
See Article on Publisher Site

Abstract

This article illustrates how four teacher educators in training were challenged with respect to their epistemology and perceptions of teaching and learning mathematics through their interactions with expressive digital media during a professional development course. The research focused on their experience of communally constructing artifacts and their reflections on the nature of mathematics and mathematics teaching and learning with digital media. I discussed three different ways in which this media was used by the teachers; first, as a means to engage in technical-applied mathematics to engineer mathematical models; second, as a means to construct models for students to engage in experimental-constructivist activity; thirdly, as a means to engage in a discussion of a challenging mathematical problem.

Journal

"Technology, Knowledge and Learning"Springer Journals

Published: Apr 14, 2007

References