Learning to teach high school mathematics: Patterns of growth in understanding right triangle trigonometry during lesson plan study

Journal of Mathematical Behavior

Volumn 24, Issue 2, 2005, Pages 171-190

  Cavey, Laurie O ^a   Berenson, Sarah B ^b  

^a JAMES MADISON UNIVERSITY   (United States)

^b NORTH CAROLINA STATE UNIVERSITY   (United States)

Author keywords

Growth in mathematical understanding; Lesson study; Proportional reasoning; Teacher preparation; Trigonometry

Indexed keywords

EID: 20444397031     PISSN: 07323123     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jmathb.2005.03.001     Document Type: Article

References (31)

1. D.L. Ball Research on teacher learning: Studying how teachers' knowledge changes Action in Teacher Education 10 2 1988 17-23
2. D.L. Ball Prospective elementary and secondary teachers' understanding of division Journal for Research in Mathematics Education 21 2 1990 132-144
3. Berenson, S. B. (2002). Lesson plan study and the growth of understanding of school mathematics among prospective high school teachers. Paper presented at the Annual Meeting of the Psychology of Mathematics Education, Norwich, England.
4. S.B. Berenson & L.O. Cavey Thought and action in context: An emerging perspective of teacher education In M.L. Fernandez (Ed.) Proceedings of the twenty-second annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education Columbus, OH, ERIC Clearinghouse for Science, Mathematics, and Environmental Education 2000
5. Berenson, S. B., Cavey, L. O., Clark, M., & Staley, K. (2001). Adapting Pirie and Kieren's model of mathematical understanding to teacher preparation. Paper presented at the Psychology of Mathematics Education, Utrecht, Netherlands.
6. S.B. Berenson T.V.D. Valk E. Oldham U. Runesson C.Q. Moreira & H. Broekman An international study to investigate prospective teacher's content knowledge of the area concept European Journal of Teacher Education 20 2 1997 137-150
7. Blanton M. L. (1998). Prospective teachers' emerging pedagogical content knowledge during the professional semester: A Vygotskian perspective on teacher development. Unpublished doctoral dissertation, North Carolina State University, Raleigh.
8. M.L. Blanton S.B. Berenson & K.S. Norwood Using classroom discourse to understand a prospective mathematics teacher's developing practice Teaching and Teacher Education 17 2001 227-242
9. H. Borko M. Eisenhart C.A. Brown R.G. Underhill D. Jones & P.C. Agard Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily? Journal for Research in Mathematics Education 23 3 1992 194-222
10. J. Bowers & H.M. Doerr An analysis of prospective teachers' dual roles in understanding the mathematics of change: Eliciting growth with technology Journal of Mathematics Teacher Education 4 2001 115-137
11. L.O. Cavey S.B. Berenson M.R. Clark & K. Staley Enhancing prospective teachers' understanding of what and how to teach through small-group collaboration In R. Speiser C.A. Maher C.N. Walter (Eds.) Proceedings of the twenty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education Columbus, OH, ERIC Clearinghouse for Science, Mathematics, and Environmental Education 2001 787-793
12. M.R. Clark Mapping pedagogical growth across layers of the Pirie-Kieren model within a group lesson-planning activity In R. Speiser C.A. Maher C.N. Walter (Eds.) Proceedings of the twenty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education Columbus, OH, ERIC Clearinghouse for Science, Mathematics, and Environmental Education 2001 391-392
13. Conference Board of Mathematical Sciences The mathematical education of teachers 2001 American Mathematical Society in cooperation with the Mathematical Association of America Washington, DC
14. J.W. Creswell Qualitative inquiry and research design: Choosing among five traditions 1998 SAGE Thousand Oaks, CA
15. Eisenhart, M. (1991). Conceptual frameworks for research circa 1991. In R. G. Underhill (Ed.), Proceedings of the thirteenth annual meeting of the North American Chapter of Psychology of Mathematics Education. Christiansburg.
16. M. Eisenhart H. Borko R. Underhill C. Brown D. Jones & P. Agard Conceptual knowledge falls through the cracks: Complexities of learning to teach mathematics for understanding Journal for Research in Mathematics Education 24 1 1993 8-40
17. L. Hill What does it take to change minds? Intellectual development of preservice teachers Journal of Teacher Education 51 1 2000 50-61
18. M. Lampert & D.L. Ball Teaching, multimedia, and mathematics: Investigations of real practice 1998 Teachers College Press NY
19. L. Ma Knowing and teaching elementary mathematics 1999 Lawrence Erlbaum Mahwah, NJ
20. Martin, L. C. (1999). The nature of the folding back phenomenon within the Pirie-Kieren Theory for the growth of mathematical understanding and the associated implications for teachers and learners of mathematics. Unpublished doctoral dissertation, Linacre College, Oxford.
21. S.B. Merriam Qualitative research and case study applications in education 1998 Jossey-Bass San Francisco
22. C. Nicol Learning to teach mathematics: Questioning, listening, and responding Educational Studies in Mathematics 37 1999 45-66
23. S. Pirie & T. Kieren Growth in mathematical understanding: How can we characterise it and how can we represent it? Educational Studies in Mathematics 26 1994 165-190
24. S. Pirie & L. Martin The role of collecting in the growth of mathematical understanding Mathematics Education Research Journal 12 2 2000 127-146
25. A. Schoenfeld Looking toward the 21st century: Challenges of educational theory and practice Educational Researcher 28 7 1999 4-14
26. H.J. Sherman Providing preservice education students opportunities to experience and develop effective instructional strategies for teaching elementary school mathematics Educational Research Quarterly 15 3 1992 26-33
27. L.S. Shulman Those who understand: Knowledge growth in teaching Educational Researcher 15 2 1986 4-14
28. M.A. Simon Prospective elementary teachers' knowledge of division Journal for Research in Mathematics Education 24 3 1993 233-254
29. M.A. Simon & D. Schifter Toward a constructivist perspective: The impact of a mathematics teacher inservice program on students Educational Studies in Mathematics 25 4 1993 331-340
30. J. Sowder B. Armstrong S. Lamon M. Simon L. Sowder & A. Thompson Educating teachers to teach multiplicative structures in the middle grades Journal of Mathematics Teacher Education 1 1998 127-155
31. E. von Glasersfeld Learning as a constructive activity In C. Janvier (Ed.) Problems of representation in the teaching and learning of mathematics 1987 Lawrence Erlbaum Hillsdale, NJ