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BT - Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993
PB - Misconceptions Trust
CY - Ithaca NY
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PY - 1993
TI - Teaching probability to prospective elementary teachers using a constructivist model of instruction
AU - Alsup, J.
AB - This paper is a report of a study conducted with preservice elementary teachers at the University of Wyoming during the summer of 1993. The study had two purposes: (1) to observe the effectiveness of using a constructivist approach in teaching mathematics to preservice elementary teachers, and (2) to focus on teaching probability using a constructivist approach. The study was conducted by one instructor in one class, The Theory of Arithmetic II, a required mathematics class for preservice elementary teachers.
UR - https://cepa.info/7242
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TY - CHAP
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BT - Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993
PB - Misconceptions Trust
CY - Ithaca NY
ID -
PY - 1993
TI - Paradoxes of “constructivist teaching” and their implications for teacher education
AU - Schultz, K.
AB - The implications of constructivist epistemology and conceptual-change ideas have received less attention in teacher education than in the case of teaching science to pupils. However, some paradoxes mentioned in the literature apply to teacher education in special ways: 1. Even if we accept the validity of a constructivist epistemology, does that imply a specific teaching strategy? 2. If we say we want learners to construct their knowledge, but we define success according to whether they change their conceptions in a certain direction, are we trying to have it both ways? These questions have two layers of meanings in the context of teacher education: what to “tell” teachers about instruction, and how to “tell” them. Teachers continually construct their views of the nature of learning and teaching science. These views are major determinants of how they carry out their teaching functions. How the informal and formal experiences of teacher education influence thses views in an important issue.
UR - https://cepa.info/7250
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