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All Journal Southeast Asian Mathematics Education Journal
Sue Wilson
Australian Catholic University
Mathematics

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Teaching for Abstraction: Teacher Learning Paul White; Sue Wilson; Michael Mitchelmore
Southeast Asian Mathematics Education Journal Vol 2, No 2 (2012)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (415.959 KB) | DOI: 10.46517/seamej.v2i1.15

Abstract

Working collaboratively with the researchers, a small team of teachers developed and taught two Grade 6 mathematics lessons based on the Teaching for Abstraction model (White & Mitchelmore, 2010). This paper reports how one teacher learned about the model and implemented it in practice. It was found that she assimilated several key features of the model, such as starting with several embodiments of the target concept and guiding students to look for similarities between them. However, it was more difficult for her to help students abstract and reify the target concept and link it to other mathematical concepts. It was concluded that teachers also need to abstract Teaching for Abstraction, and need more embodiments of it before they can reify and implement an effective model.
Bibliotherapy: A Framework for Understanding Pre-Service Primary Teachers’ Affective Responses to Learning and Teaching Mathematics Sue Wilson; Steve Thornton
Southeast Asian Mathematics Education Journal Vol 2, No 2 (2012)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (86.627 KB) | DOI: 10.46517/seamej.v2i1.17

Abstract

This paper advocates bibliotherapy as a powerful tool through which teacher educators can analyze and interpret the affective responses of pre-service primary teachers. Pre-service teachers analyzed readings about school students’ learning, and reflected on and reconstructed their understanding of their own school experiences. This process facilitated a meta-affective change that enabled the pre-service teachers to reconsider their assessment of their capacity to learn and understand mathematics. We describe this change using the stages of bibliotherapy. This change enabled the pre-service teachers to approach their future teaching of mathematics with greater enthusiasm, and empowered them to construct positive projective identities.
Co-Authors Michael Mitchelmore Paul White Steve Thornton