Teachers as Interns in Informal Mathematics ResearchReport as inadecuate




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International Group for the Psychology of Mathematics Education, Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v2 p329-336

This study reports on teacher-interns' observations of research sessions involving urban students participating as subjects in an informal mathematical learning afterschool program. The research comes from a project that investigates how minority students from low-income, urban community build mathematical ideas and engage in mathematical reasoning. Videotape data from debriefing sessions of the research team, including teacher interns, show that teacher-interns attend to the behavioural and cognitive aspects of the students' mathematical activity as well as the research interventions. [For complete proceedings, see ED496859.]

Descriptors: Minority Groups, Urban Schools, Teacher Interns, Mathematics Instruction, Qualitative Research, Low Income Groups, Videotape Recordings, Student Behavior, Cognitive Processes, Intervention

International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info[at]igpme.org; Web site: http://igpme.org





Author: Francisco, John M.; Maher, Carolyn A.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5800&id=ED496912







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