https://mathed.net/w/index.php?action=history&feed=atom&title=Simon_%281995%29 2026-09-20T21:50:08Z Revision history for this page on the wiki MediaWiki 1.43.8 https://mathed.net/w/index.php?title=Simon_(1995)&diff=1380&oldid=prev 2014-09-01T03:42:18Z

<p>added DR category</p> <table style="background-color: #fff; color: #202122;" data-mw="interface"> <col class="diff-marker" /> <col class="diff-content" /> <col class="diff-marker" /> <col class="diff-content" /> <tr class="diff-title" lang="en"> <td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">← Older revision</td> <td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 03:42, 1 September 2014</td> </tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l50">Line 50:</td> <td colspan="2" class="diff-lineno">Line 50:</td></tr> <tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Category:Learning Trajectories]]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Category:Learning Trajectories]]</div></td></tr> <tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Category:Constructivism]]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Category:Constructivism]]</div></td></tr> <tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">[[Category:Design Research]]</ins></div></td></tr> </table>

imported>Raymond Johnson https://mathed.net/w/index.php?title=Simon_(1995)&diff=1379&oldid=prev 2014-09-01T03:40:49Z

<p>Created page with &quot;{{Title|Reconstructing Mathematics Pedagogy from a Constructivist Perspective}} __NOTOC__ * Author: <a href="/wiki/Martin_Simon" title="Martin Simon">Martin Simon</a> * Journal: Journal for Research in Mathematics Education...&quot;</p> <p><b>New page</b></p><div>{{Title|Reconstructing Mathematics Pedagogy from a Constructivist Perspective}}<br /> __NOTOC__<br /> * Author: [[Martin Simon]]<br /> * Journal: [[Journal for Research in Mathematics Education]]<br /> * Year: 1995<br /> * Source: http://www.jstor.org/stable/749205<br /> <br /> ==Abstract==<br /> Constructivist theory has been prominent in recent research on mathematics learning and has provided a basis for recent mathematics education reform efforts. Although constructivism has the potential to inform changes in mathematics teaching, it offers no particular vision of how mathematics should be taught; models of teaching based on constructivism are needed. Data are presented from a whole-class, constructivist teaching experiment in which problems of teaching practice required the teacher/researcher to explore the pedagogical implications of his theoretical (constructivist) perspectives. The analysis of the data led to the development of a model of teacher decision making with respect to mathematical tasks. Central to this model is the creative tension between the teacher&#039;s goals with regard to student learning and his responsibility to be sensitive and responsive to the mathematical thinking of the students.<br /> <br /> ==Outline of Headings==<br /> <br /> * A Constructivist Perspective<br /> * Social Constructivism and Mathematics Pedagogy<br /> * Recent Theoretical Work on Pedagogical Frameworks<br /> * Theory Meets Practice in the Context of a Teaching Experiment<br /> ** Background<br /> ** Data and Analysis<br /> *** The rectangles problem<br /> *** Situation 1<br /> *** Situation 2<br /> *** Situation 3<br /> * Discussion<br /> ** Unpacking the Teaching Episodes: Developing Theory<br /> ** The Mathematics Teaching Cycle<br /> ** Other Aspects of the Teachers&#039; Role<br /> * In Summary<br /> <br /> ==Corrolary==<br /> ;APA<br /> : Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. &#039;&#039;Journal for Research in Mathematics Education&#039;&#039;, 26(2), 114–145. doi:10.2307/749205<br /> ;BibTeX<br /> &lt;pre&gt;<br /> @article{Simon1995,<br /> abstract = {Constructivist theory has been prominent in recent research on mathematics learning and has provided a basis for recent mathematics education reform efforts. Although constructivism has the potential to inform changes in mathematics teaching, it offers no particular vision of how mathematics should be taught; models of teaching based on constructivism are needed. Data are presented from a whole-class, constructivist teaching experiment in which problems of teaching practice required the teacher/researcher to explore the pedagogical implications of his theoretical (constructivist) perspectives. The analysis of the data led to the development of a model of teacher decision making with respect to mathematical tasks. Central to this model is the creative tension between the teacher&#039;s goals with regard to student learning and his responsibility to be sensitive and responsive to the mathematical thinking of the students.},<br /> author = {Simon, Martin A.},<br /> doi = {10.2307/749205},<br /> journal = {Journal for Research in Mathematics Education},<br /> number = {2},<br /> pages = {114--145},<br /> title = {{Reconstructing mathematics pedagogy from a constructivist perspective}},<br /> url = {http://www.jstor.org/stable/749205},<br /> volume = {26},<br /> year = {1995}<br /> &lt;/pre&gt;<br /> <br /> [[Category:Journal Articles]]<br /> [[Category:Journal for Research in Mathematics Education]]<br /> [[Category:1995]]<br /> [[Category:Learning Trajectories]]<br /> [[Category:Constructivism]]</div>

imported>Raymond Johnson