PROFESSIONAL KNOWLEDGE IN AN IMPROVISATION EPISODE: THE IMPORTANCE OF A COGNITIVE MODEL

被引：0

作者：

Ribeiro, C. Miguel ^{[1
]}

Monteiro, Rute ^{[1
]}

Carrillo, Jose ^{[2
]}

机构：

[1] Univ Algarve, Faro, Portugal

[2] Univ Huelva, Huelva, Spain

来源：

CERME 6 - PROCEEDINGS OF THE 6TH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION | 2010年

关键词：

Improvisations; cognitions; modeling the mathematics teaching; practice; primary school;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

One approach towards improving teacher performance is that of classroom practice. In this paper, taking a cognitive perspective, we present a system for modelling teacher performance. We demonstrate the process of construction of this model with reference to a brief lesson episode involving teacher improvisation, which took place in the first cycle (the first four years) of primary school in Portugal. Included in the model are the cognitions made evident by the teacher as well as the relations between them.

引用

页码：2030 / 2039

页数：10

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