Title
Blending traditional and constructivist teaching: How one teacher goes about it in a U.S. Middle school mathematics classroom
Abstract
This chapter is focused primarily on the detailed analysis of a segment of a single classroom exercise involving the use of a worksheet to reinforce the teaching of "surface area" by a seventh grade mathematics teacher and the classroom context in which the exercise occurred. The analysis examines traditional teaching and the engagement and respect for students' own constructive capacities in relation to the individual teacher's consciousness and motivation. The larger issue though is to better understand teaching as a unity in the person as a whole. How does the unity of connection to subject matter, deeper motivation for teaching, and care for student learning manifest in the classroom? This chapter looks at how one teacher goes about it.Publishing Limited.
Department(s)
Reading, Foundations, and Technology
Document Type
Article
DOI
https://doi.org/10.1108/S1479-3687(2013)0000019026
Keywords
Case study, Consciousness, Mathematics, Microanalysis, Middle school, Narrative, Portraiture, Qualitative research, Self, Subject matter
Publication Date
10-30-2013
Recommended Citation
Goodwin, David R. "Blending traditional and constructivist teaching: How one teacher goes about it in a US middle school mathematics classroom." In From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community. Emerald Group Publishing Limited, 2013.
Journal Title
Advances in Research on Teaching
