ANALYZING PSTS INSTRUCTIONAL MOVES THROUGH CULTURAL-HISTORICAL ACTIVITY THEORY
College of Liberal Arts and Sciences
Physical Sciences and Mathematics
In this hour long session I will provide an overview of the session in order to focus the participants of the hour-long experience. Then I will provide the rationale for the study, discussing how and why CHAT can impact our work as mathematics teacher educators. Then,: I will share results from my analysis detailing the specific tensions PSTs faced and the subsequent instructional decisions they made. Specific examples will be shared. These findings will be used to discuss implications for mathematics teacher education during the discussion phase of the presentation. Participants will form small groups to share their thoughts and ideas regarding how PST education as well as in-service professional development benefit from approaching teaching from a CHAT perspective. Participants will also be encouraged to brainstorm ideas where this perspective can be used. After a brief time (10-15 minutes) of small group discussion, each group will then be asked to share the best ideas and thoughts stemming from the small group interaction. A summary of the ideas gleaned from participant and presenter discussion, as an avenue for next steps will be provided
Association of Mathematics Teacher Educators 2014
Kasmer, Lisa, "ANALYZING PSTS INSTRUCTIONAL MOVES THROUGH CULTURAL-HISTORICAL ACTIVITY THEORY" (2014). Faculty Scholarly Dissemination Grants. 874.
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