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Becoming a reflective mathematics teacher : a guide for observations and self-assessment / Alice F. Artzt, Eleanor Armour-Thomas.

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This activity-oriented, research-based text supplies detailed observation instruments that preservice teachers can use when they observe other teachers. Each instrument focuses on a critical aspect of instructional practice in mathematics (e.g., tasks, learning environment, discourse). In addition,...

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Bibliographic Details
Online Access: Full Text (via EBSCO)
Main Author: Artzt, Alice F.
Other Authors: Armour-Thomas, Eleanor
Format: eBook
Language:English
Published: Mahwah, N.J. : Lawrence Erlbaum Associates, 2002.
Series:Studies in mathematical thinking and learning.
Subjects:
Mathematics > Study and teaching > Evaluation.
Mathematics teachers > Psychology.
Table of Contents:
  • Philosophical Basis for the Model
  • Toward an Understanding of Student-Centered Teaching
  • Instructional Practice in Mathematics
  • Teaching Is More Than Meets the Eye
  • The Challenge of Facilitating Student-Centered Teaching
  • Definition of Reflection and Self-Assessment
  • Learning Experiences for Promoting Teacher Growth
  • A Framework for the Examination of Instructional Practice
  • Lesson Phases
  • Lesson Dimensions
  • Tasks
  • Learning Environment
  • Discourse
  • A Framework for the Examination of Teacher Cognitions
  • Overarching Cognitions
  • Goals
  • Knowledge
  • Beliefs
  • Teacher Cognitive Processes
  • Preactive Stage: Planning
  • Interactive Stage: Monitoring and Regulating
  • Postactive Stage: Evaluating and Revising
  • Instructional Practices and Underlying Cognitions of Teachers in the Student-Centered (SC) Group
  • Preactive
  • Interactive
  • Postactive
  • Instructional Practices and Underlying Cognitions of Teachers in the Teacher-Centered (TC) Group
  • Preactive
  • Interactive
  • Postactive
  • Instructional Practices and Underlying Cognitions of Teachers of the Mixed (M) Group
  • M1 Group
  • M2 Group
  • How to Use the Model
  • Using the Model to Examine the Instructional Practice and Cognitions of Other Teachers
  • Nature of the Content (Tasks)
  • Observation Procedure
  • Observation Example
  • Questioning (Discourse)
  • Observation Procedure
  • Observation Example
  • Motivation and Teaching Strategies (Tasks, Learning Environment, Discourse)
  • Observation Procedure
  • Observation Example.

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