A DNR perspective on mathematics curriculum and instruction. Part II: with reference to teacher’s knowledge base
نویسنده
چکیده
Two questions are on the mind of many mathematics educators; namely: What is the mathematics that we should teach in school? and how should we teach it? This is the second in a series of two papers addressing these fundamental questions. The first paper (Harel, 2008a) focuses on the first question and this paper on the second. Collectively, the two papers articulate a pedagogical stance oriented within a theoretical framework called DNR-based instruction in mathematics. The relation of this paper to the topic of this Special Issue is that it defines the concept of teacher’s knowledge base and illustrates with authentic teaching episodes an approach to its development with mathematics teachers. This approach is entailed from DNR’s premises, concepts, and instructional principles, which are also discussed in this paper.
منابع مشابه
DNR perspective on mathematics curriculum and instruction, Part I: focus on proving
This is the first in a series of two papers whose goal is to contribute to the debate on a pair of questions: (1) What is the mathematics that we should teach in school? (2) How should we teach it? This paper addresses the first question, and the second paper, to appear in the next issue of ZDM, addresses the second question. The two questions are addressed from a particular theoretical framewo...
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