TY - JOUR
T1 - When teaching becomes learning
AU - Sherin, Miriam Gamoran
N1 - Funding Information:
An earlier version of this article was presented at the Annual Meeting of the American Educational Research Association, March, 1997. This research was supported in part by postdoctoral fellowship 95-33 from the James S. McDonnell Foundation. Additional support was received from National Science Foundation Grant MDR–89553887 to Alan H. Schoenfeld and by grants from the National Board for Professional Teaching Standards and the Educational Testing Service to John Frederiksen. The opinions expressed are my own and do not necessarily reflect the views of the supporting agencies. I thank Deborah Ball, Adam Gamoran, David Hammer, Ralph Putnam, Alan Schoenfeld, Bruce Sherin, and two anonymous reviewers for their comments.
PY - 2002
Y1 - 2002
N2 - This research examines the role of teachers' content knowledge during the implementation of mathematics education reform. Current mathematics education reform efforts require teachers to learn in the act of teaching. I claim that this learning occurs as teachers negotiate among 3 areas of their content knowledge: their understanding of the subject matter, view of the curriculum materials, and knowledge of student learning. The data for this study come from observations and videotapes of 2 teachers implementing a reform-based linear-functions unit in a high school algebra class. The focus of the article is a detailed analysis of 1 lesson that illustrates the process through which these negotiations occur and the learning that takes place as a result.
AB - This research examines the role of teachers' content knowledge during the implementation of mathematics education reform. Current mathematics education reform efforts require teachers to learn in the act of teaching. I claim that this learning occurs as teachers negotiate among 3 areas of their content knowledge: their understanding of the subject matter, view of the curriculum materials, and knowledge of student learning. The data for this study come from observations and videotapes of 2 teachers implementing a reform-based linear-functions unit in a high school algebra class. The focus of the article is a detailed analysis of 1 lesson that illustrates the process through which these negotiations occur and the learning that takes place as a result.
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U2 - 10.1207/S1532690XCI2002_1
DO - 10.1207/S1532690XCI2002_1
M3 - Article
AN - SCOPUS:0037648752
SN - 0737-0008
VL - 20
SP - 119
EP - 150
JO - Cognition and Instruction
JF - Cognition and Instruction
IS - 2
ER -
