Learning to Teach Mathematics for Understanding: The Role of Reflection

Joanne Goodell

Abstract


This paper explores how a group of 11 preservice secondary mathematics teachers
developed their understandings of what it means to teach for understanding. The
paper begins with a discussion of what teaching for understanding might look like
in practice. Next, the activities the students took part in are discussed, along with
their reactions to these activities as outlined in the course evaluation and follow-up
questionnaire. Next, evidence of their learning, as presented by the students
themselves in their final paper is discussed. Finally, directions for similar courses in
future are explored

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