Development of mathematical knowledge and beliefs of teachers: the role of cultural analysis of the content to be taught

Boero, P.; Guala, E.

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We claim that the cultural analysis of the content to be taught (CAC) is one of the most important components of teacher education, if we want to develop teachers’ mathematical knowledge and at the same time call into question their beliefs about mathematics and mathematics teaching. In this chapter we discuss the importance of CAC and its place in mathematics teacher education. We also provide some criteria for choosing content, tasks, and methodology to develop CAC. Some examples of CAC activities are presented that concern probability and statistics as well as conjecturing and proving.

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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11567/252150

Titolo:	Development of mathematical knowledge and beliefs of teachers: the role of cultural analysis of the content to be taught
Autori interni:	BOERO, PAOLO GUALA, ELDA
Data di pubblicazione:	2008
Abstract:	We claim that the cultural analysis of the content to be taught (CAC) is one of the most important components of teacher education, if we want to develop teachers’ mathematical knowledge and at the same time call into question their beliefs about mathematics and mathematics teaching. In this chapter we discuss the importance of CAC and its place in mathematics teacher education. We also provide some criteria for choosing content, tasks, and methodology to develop CAC. Some examples of CAC activities are presented that concern probability and statistics as well as conjecturing and proving.
Handle:	http://hdl.handle.net/11567/252150
ISBN:	9789087905415
Appare nelle tipologie:	02.01 - Contributo in volume (Capitolo o saggio)

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