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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

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Showing 1 to 2 of 2 (0.041 seconds)

Spelling suggestions: "subject:"bewertung"" "subject:"leistungsbewertung""

1

Exploring mathematical identity as a tool for self-reflection amongst pre-service primary school teachers: “I think you have to be able to explain something in about 100 different ways”

Eaton, Patricia, OReilly, Maurice 12 April 2012 (has links) (PDF)
A study of students’ mathematical identity was carried out in February 2009 involving participants from two colleges of education, one in Dublin (Republic of Ireland) and one in Belfast (Northern Ireland). All participants were pre-service primary school teachers in the third year of their B.Ed. programme, having chosen to specialize in mathematics. Data was gathered using a questionnaire (with, mainly, open-ended questions) followed by focus groups, involving the same participants, on each campus. This paper considers how students’ exploration of their mathematical identity led them to deepen their insight into learning and teaching mathematics. Recommendations are made for how the methods used in this research might be beneficial on a larger scale, in different environments.
mathematische Identität
Lehramtsstudierende Grundschullehrer
Selbst-Reflexion
Erzählung
Neubewertung
Erfahrungen als Lernende
Schwellen-Praxis
mathematical identity
pre-service primary teachers
self-reflection
narrative
re-evaluation
experiences as learners
emerging practice
ddc:510
rvk:SD 2009
2

Exploring mathematical identity as a tool for self-reflection amongst pre-service primary school teachers: “I think you have to be able to explain something in about 100 different ways”

Eaton, Patricia, OReilly, Maurice 12 April 2012 (has links)
A study of students’ mathematical identity was carried out in February 2009 involving participants from two colleges of education, one in Dublin (Republic of Ireland) and one in Belfast (Northern Ireland). All participants were pre-service primary school teachers in the third year of their B.Ed. programme, having chosen to specialize in mathematics. Data was gathered using a questionnaire (with, mainly, open-ended questions) followed by focus groups, involving the same participants, on each campus. This paper considers how students’ exploration of their mathematical identity led them to deepen their insight into learning and teaching mathematics. Recommendations are made for how the methods used in this research might be beneficial on a larger scale, in different environments.
info:eu-repo/classification/ddc/510
ddc:510

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