Search results for: Representation
Page 1/2 11 items
This article examines the social construction of identity among preservice teachers and the implications for professional identity. The author concludes that the results of this study have shown that students based their negative representations of the profession on what they perceived to be others’ representations rather than on personal experiences. Furthermore, while training is intended to guide prospective teachers and enable them to build a positive teacher identity, the findings reveal that the training programme was unable to deconstruct negative student representations, which had an impact on the identity constructed.
Updated: Dec. 02, 2018
In this study, the authors examine the task and knowledge demands for teaching integer operations with representations by analyzing teaching practice. Based on their analysis, the authors organize the generated knowledge components using the Mathematical Knowledge for Teaching framework. They conclude by drawing implications for teacher educators and curriculum developers.
Updated: Dec. 06, 2016
Delving into the Meaning of Productive Reflection: A Study of Future Teachers’ Reflections on Representations of Teaching
The purpose of this study was to determine how productive future teachers were able to engage in reflections without instructor scaffolding when presented with animations of algebra instruction. The participants posted their reflections on an asynchronous, online discussion with no instructor scaffolding. The authors conclude that this study provides evidence that there are at least three dimensions to reflection: content, connectedness, and complexity. This study provides evidence that connectedness and complexity are not necessarily linked; one could be low while the other is high.
Updated: Jan. 07, 2015
This study examined preservice teachers’ mental representations through drawing floor plans of an “ideal middle-level mathematics classroom.” Participants designed and described floor plans that encouraged the use of inquiry and hands-on activities and technology as instructional strategies. These floor plans also focused on student learning styles and individual needs, established a comfortable, organized and safe learning environment, demonstrated flexibility in grouping strategies, and encouraged communication between peers and with the teacher.
Updated: Sep. 22, 2014
Making Sense of Double Number Lines in Professional Development: Exploring Teachers’ Understandings of Proportional Relationships
This study aims to understand how teachers used their existing knowledge about proportions to make sense of a representation that was new to them and the ways in which their existing knowledge proved to be helpful or unhelpful. The authors identified two knowledge components that were important to the participants’ sense-making activities. The first necessary component of knowledge for making sense of the DNL was coordination. Partitioning was the second critical concept for reasoning with the DNL. They also identified three components that impeded sense-making with the DNL representation. The authors also found three knowledge components participants invoked in these tasks that prohibited effective reasoning with the DNLs.
Updated: Apr. 23, 2014
The purpose of this study was to examine teachers’ conceptions of representation as a process in doing mathematics. In addition, the study also explored teachers' perspectives on the role of representations in the teaching and learning of mathematics at the middle-school level. Interviews with middle school mathematics teachers suggest that teachers use representations in varied ways in their own mathematical work and have developed working definitions of the term primarily as a product in problem solving.
Updated: May. 26, 2011
In this article, the author offers analytic memos as a means for addressing the subject of representation in qualitative research. The author considers the representation's philosophical and ethical dimensions, grounded in one of the author's own formative experiences as an academic, writing the dissertation.
Updated: Feb. 24, 2011
This article analyzes the ethically important moments that helped build, then break, and then negotiate the relationship between researchers and schools during an ethnographic-type study. The study was conducted by the team of researchers from a prominent private university. The author argues that the researchers failed to examine reflexively the knowledge they produced in their written representations. The author's critique uses a framework that counters harm with benefit and authority with respect, drawing on both consequential and non-consequential ethical theories, and emphasizes an ethic of care.
Updated: Feb. 24, 2011
The author examines responses of prospective teachers to a visual representation task and, in turn, their examination of elementary school students' responses to mathematical tasks. The analysis revealed the initial tendency of prospective teachers to create pictorial representations. It also highlights the importance of looking beyond the pictures created to how prospective teachers use mathematical models. Findings suggest that analyzing representations helps prospective teachers (and teacher educators) rethink their teaching practices.
Updated: Dec. 24, 2009
The study examines how people are prepared for professional practice in the clergy, teaching, and clinical psychology. The purpose of the study is to develop a framework to describe and analyze the teaching of practice in professional education programs, specifically preparation for relational practices. : The authors have identified three key concepts for understanding the pedagogies of practice in professional education: representations, decomposition, and approximations of practice. The authors conclude that, in the program they studied, prospective teachers have fewer opportunities to engage in approximations that focus on contingent, interactive practice than do novices in the other two professions.
Updated: Mar. 18, 2009