Knowledge Needed by a Teacher to Provide Analytic Scaffolding during Undergraduate Mathematics Classroom Discussions

Using case study analysis and a cognitive theoretical orientation, we examine elements of knowledge for teaching needed by a mathematician to orchestrate whole-class discussions in an undergraduate mathematics classroom. The instructor, an experienced teacher and mathematics researcher, used an inqu...

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Veröffentlicht in:	Journal for research in mathematics education 2009-11, Vol.40 (5), p.530-562
Hauptverfasser:	Speer, Natasha M., Wagner, Joseph F.
Format:	Artikel
Sprache:	eng
Schlagworte:	Analytics Calculus Case Studies Class discussion Classroom discussion Differential equations Discussion (Teaching Technique) Educational Practices Inquiry Interviews Knowledge Base for Teaching Learning Mathematical knowledge Mathematical problems Mathematics education Mathematics Instruction Mathematics teachers Pedagogical Content Knowledge Protocol Materials Scaffolding (Teaching Technique) Teachers Teaching Experience Teaching methods Undergraduate Study United States (Midwest)
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