Learning to Teach Hard Mathematics: Do Novice Teachers and Their Instructors Give Up Too Easily?.

Borko, Hilda; And Others

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Peer reviewed

ERIC Number: EJ447762

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0021-8251

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Learning to Teach Hard Mathematics: Do Novice Teachers and Their Instructors Give Up Too Easily?

Borko, Hilda; And Others

Journal for Research in Mathematics Education, v23 n3 p194-222 May 1992

Analyzes a classroom lesson in which a student teacher was unsuccessful in providing a conceptually based justification for the standard division-of-fractions algorithms, focusing on the student teacher's beliefs about good mathematics teaching and learning to teach. Attempts to understand why the lesson failed, what it reveals about learning to teach, and what the implications are for mathematics teacher education. (Author/MDH)

Descriptors: Beliefs, Case Studies, Division, Elementary Education, Fractions, Higher Education, Mathematics Education, Mathematics Instruction, Mathematics Teachers, Middle Schools, Pedagogical Content Knowledge, Student Teacher Attitudes, Student Teachers, Student Teaching, Teacher Education, Teacher Effectiveness

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A