WHAT DID PRE-SERVICE MATHEMATICS TEACHERS LEARN FROM THE ANALYSIS OF THEIR DISCOURSE PROTOCOLS?

被引：0

作者：

Broza, Orit ^{[1
]}

Lifshitz, Ariel ^{[1
]}

机构：

[1] Levinsky Coll Educ, Tel Aviv, Israel

来源：

INTERNATIONAL SYMPOSIUM ELEMENTARY MATHEMATICS TEACHING: BROADENING EXPERIENCES IN ELEMENTARY SCHOOL MATHEMATICS | 2021年

关键词：

math discourse; pre-service teachers; discourse analysis;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study focuses on the challenge of promoting significant mathematical discourse among pre-service teachers. The study has been conducted as part of an academic course that accompanies practical training. Two case studies of pre-service teachers' learning process are presented here. They demonstrate the effective outcomes of protocol analysis and the changes that transpire in the pre-service' math classes.

引用

页码：113 / 121

页数：9

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