Constructivist Practice in Preservice Teacher Education in Mathematics: Aboriginal and Torres Strait Islander Voices Heard Yet Silenced.
Overview & Synopsis
Examines one teacher's constructivist practice in a preservice teacher education mathematics class in order to unearth a deeper understanding of "constructing meaning" within the context of power-laden discourse. Examines how the teacher undertook an inquiry into poststructuralist theory of knowledge, asserting that it may provide new equity and fairness solutions for her and others' classrooms. (GR)
Indexed from repository: ERIC (Education Resources)
(
eric.ed.gov)
Document Information
| Document Title | Constructivist Practice in Preservice Teacher Education in Mathematics: Aboriginal and Torres Strait Islander Voices Heard Yet Silenced. |
|---|---|
| Author / Organization | Klein, Mary |
| Subject & Discipline | Classroom Communication, Classroom Environment, Constructivism (Learning) |
| Categories | Education & Pedagogy |
| Publication Year | 1997 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-240983 |
| Original Source Link | Visit Source Page on eric.ed.gov » |