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Title: Design-based knowledge building practices in mathematics teaching
Authors: Hong, Huang-Yao
Chang, Yu-Han
Issue Date: Jun-2010
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Hong, H. & Chang, Y. (2010). Design-based knowledge building practices in mathematics teaching. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 121-128). Chicago IL: International Society of the Learning Sciences.
Abstract: This study investigates the impact of engaging teacher-education students in sustained design and knowledge building practices in mathematics teaching on their views of mathematics and mathematics teaching. Participants were nine teacher-education students who took a university course titled "Middle School Mathematics Teaching." Data primarily came from student discourse recorded in a Knowledge Forum database, peer evaluation and video analysis on student teaching practices, and an open-ended mathematics belief survey. Preliminary results suggest that teacher-education students became progressively more adaptive in their teaching practice. More importantly, their views of mathematics became more constructivist-oriented, and in the meantime, their views of mathematics teaching also became more student-centered.
Appears in Collections:ICLS 2010

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