The research mathematicians in the classroom: How their practice has potential to foster student horizon

Angeliki Mali; Georgia Petropoulou; I. Biza; D. Hewitt

doi:10.1007/978-3-030-62408-8_4

The research mathematicians in the classroom: How their practice has potential to foster student horizon

Angeliki Mali, Georgia Petropoulou, I. Biza, D. Hewitt

Didactiek en Onderwijsontwikkeling

Onderzoeksoutput › Academic › peer review

37 Downloads (Pure)

Samenvatting

In this chapter, we explore research mathematicians’ views on their teaching and how it is related to their own mathematical research while they teach calculus to students who may become mathematics schoolteachers. We use observational and interview data of lectures and tutorials across Greece and the UK, focusing on four extending practices found as drawing on examples, connecting mathematical areas, visualising and simplifying. We explain how explicitness to students through meta-commenting on the four practices has the potential to foster students’ mathematical horizon, concluding with a discussion of the implications for mathematics teacher education.

Originele taal-2	English
Titel	The Learning and Development of Mathematics Teacher Educators
Subtitel	International Perspectives and Challenges
Redacteuren	M. Goos, K. Beswick
Plaats van productie	Heidelberg
Uitgeverij	Springer
Hoofdstuk	4
Pagina's	63-82
Aantal pagina's	20
ISBN van elektronische versie	978-3-030-62408-8
ISBN van geprinte versie	978-3-030-62407-1
DOI's	https://doi.org/10.1007/978-3-030-62408-8_4
Status	Published - apr.-2021

Toegang tot document

10.1007/978-3-030-62408-8_4

The Research Mathematicians in the ClassroomFinal publisher's version, 632 KBLicentie: Taverne

Handle.net

Permanente koppeling

Citeer dit

Mali, A., Petropoulou, G., Biza, I., & Hewitt, D. (2021). The research mathematicians in the classroom: How their practice has potential to foster student horizon. In M. Goos, & K. Beswick (editors), The Learning and Development of Mathematics Teacher Educators: International Perspectives and Challenges (blz. 63-82). Springer. https://doi.org/10.1007/978-3-030-62408-8_4

@inbook{657e1000102f422589659b91f410c81d,

title = "The research mathematicians in the classroom: How their practice has potential to foster student horizon",

abstract = "In this chapter, we explore research mathematicians{\textquoteright} views on their teaching and how it is related to their own mathematical research while they teach calculus to students who may become mathematics schoolteachers. We use observational and interview data of lectures and tutorials across Greece and the UK, focusing on four extending practices found as drawing on examples, connecting mathematical areas, visualising and simplifying. We explain how explicitness to students through meta-commenting on the four practices has the potential to foster students{\textquoteright} mathematical horizon, concluding with a discussion of the implications for mathematics teacher education.",

author = "Angeliki Mali and Georgia Petropoulou and I. Biza and D. Hewitt",

year = "2021",

month = apr,

doi = "10.1007/978-3-030-62408-8_4",

language = "English",

isbn = "978-3-030-62407-1",

pages = "63--82",

editor = "M. Goos and {Beswick }, K.",

booktitle = "The Learning and Development of Mathematics Teacher Educators",

publisher = "Springer",

}

Mali, A, Petropoulou, G, Biza, I & Hewitt, D 2021, The research mathematicians in the classroom: How their practice has potential to foster student horizon. in M Goos & K Beswick (uitgave), The Learning and Development of Mathematics Teacher Educators: International Perspectives and Challenges . Springer, Heidelberg, blz. 63-82. https://doi.org/10.1007/978-3-030-62408-8_4

The research mathematicians in the classroom: How their practice has potential to foster student horizon. / Mali, Angeliki; Petropoulou, Georgia; Biza, I. et al.
The Learning and Development of Mathematics Teacher Educators: International Perspectives and Challenges . uitgave / M. Goos; K. Beswick . Heidelberg: Springer, 2021. blz. 63-82.

Onderzoeksoutput › Academic › peer review

TY - CHAP

T1 - The research mathematicians in the classroom

T2 - How their practice has potential to foster student horizon

AU - Mali, Angeliki

AU - Petropoulou, Georgia

AU - Biza, I.

AU - Hewitt, D.

PY - 2021/4

Y1 - 2021/4

N2 - In this chapter, we explore research mathematicians’ views on their teaching and how it is related to their own mathematical research while they teach calculus to students who may become mathematics schoolteachers. We use observational and interview data of lectures and tutorials across Greece and the UK, focusing on four extending practices found as drawing on examples, connecting mathematical areas, visualising and simplifying. We explain how explicitness to students through meta-commenting on the four practices has the potential to foster students’ mathematical horizon, concluding with a discussion of the implications for mathematics teacher education.

AB - In this chapter, we explore research mathematicians’ views on their teaching and how it is related to their own mathematical research while they teach calculus to students who may become mathematics schoolteachers. We use observational and interview data of lectures and tutorials across Greece and the UK, focusing on four extending practices found as drawing on examples, connecting mathematical areas, visualising and simplifying. We explain how explicitness to students through meta-commenting on the four practices has the potential to foster students’ mathematical horizon, concluding with a discussion of the implications for mathematics teacher education.

U2 - 10.1007/978-3-030-62408-8_4

DO - 10.1007/978-3-030-62408-8_4

M3 - Chapter

SN - 978-3-030-62407-1

SP - 63

EP - 82

BT - The Learning and Development of Mathematics Teacher Educators

A2 - Goos, M.

A2 - Beswick , K.

PB - Springer

CY - Heidelberg

ER -

The research mathematicians in the classroom: How their practice has potential to foster student horizon

Samenvatting

Toegang tot document

Handle.net

Vingerafdruk

Citeer dit