TWO CASES OF RAPID AND PROFOUND CHANGE IN MATHEMATICS TEACHERS' PRACTICE

被引：0
|
作者：
Liljedahl, Peter [1 ]
机构：
[1] Simon Fraser Univ, Burnaby, BC V5A 1S6, Canada
来源：
PROCEEDINGS OF THE 36TH CONFERENCE OF THE INTERNATIONAL GROUP FOR PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL. 3: OPPORTUNITIES TO LEARN IN MATHEMATICS EDUCATION | 2012年
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中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Change in mathematics teachers' practice is often characterized as something that takes time and sustained intervention. In this article, I present the results of research that highlights a different kind of change - a profound change that takes place very quickly. Based on the analysis of 42 cases of such rapid and profound change, I have produced a disaggregation of this phenomenon into five distinct mechanisms of change, each one rapid and profound - two of which are presented here. This disaggregation shows that not all changes, even when outwardly similar, are the same.
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