Affiliation:
1. 1 Department of Education, The Catholic University of America
2. 2 Department of Curriculum and Instruction, University of Maryland
Abstract
This investigation contrasts two review lessons of two secondary mathematics student teachers with those of their high school cooperating teachers. The data included lesson descriptions constructed from field observations and audiotapes, pre- and post-lesson interviews, and planning materials. Differences between the review lessons were analyzed by interpreting teaching as a complex cognitive skill and as improvisational performance. Despite extensive preparation, the novices' review lessons were less comprehensive than those of the experts, and their explanations were less conceptual. The experts more skillfully improvised activities and explanations around student questions and comments. These differences are explained by the assumption that novices' cognitive schemata for content and pedagogy are less elaborated, interconnected, and accessible than those of the experts.
Publisher
National Council of Teachers of Mathematics
Subject
Education,Mathematics (miscellaneous)
Cited by
4 articles.
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