Search results for: Ball Deborah L.
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Prospective Teachers’ Learning to Provide Instructional Explanations: How Does It Look and What Might It Take?
In this article, the authors trace changes in the explanations offered by a purposeful sample of PSTs before and after a mathematics content/methods course sequence. The study reveals the limitations in PSTs’ explanations at their entrance to the course sequence. It also documents PSTs’ progress in providing explanations, thus providing existence proof that this practice is learnable.
Updated: Oct. 21, 2012
Understanding and Describing Mathematical Knowledge for Teaching: Knowledge about Proof for Engaging Students in the Activity of Proving
The article describes research in mathematical knowledge that useful in mathematical teaching. We explain that existing research informs the knowledge about the logico-linguistic aspects of proof that teachers might need, and we argue that this knowledge should be complemented by what we call knowledge of situations for proving. We identify two sub-components of the knowledge of situations for proving: knowledge of different kinds of proving tasks and knowledge of the relationship between proving tasks and proving activity.
Updated: Nov. 17, 2008