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Learning to Teach as Assisted Performance


by Denise S. Mewborn & David W. Stinson - 2007


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Cite This Article as: Teachers College Record Volume 109 Number 6, 2007, p. 1457-1487
https://www.tcrecord.org ID Number: 13496, Date Accessed: 8/26/2019 1:05:59 AM
 
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About the Author
  • Denise Mewborn
    University of Georgia
    E-mail Author
    DENISE S. MEWBORN is a Professor of Mathematics Education and Head of the Department of Mathematics and Science Education at the University of Georgia where she teaches mathematics methods courses for prospective elementary school teachers. Her research interests include how preservice teachers make sense of classroom events, how teaching practice develops across time, and teachers’ beliefs. She is a co-author of “Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge,” which appeared in the Fourth Handbook of Research on Teaching. She is also serving as the series editor for the four-volume series title Teachers engaged in research: Inquiry into mathematics, which is to be published by the National Council of Teachers of Mathematics and InfoAge Publishing in 2006.
  • David Stinson
    Georgia State University
    E-mail Author
    DAVID STINSON is an Assistant Professor of Mathematics Education at Georgia State University. His research interests are examining how mathematics teachers incorporate the philosophical and theoretical underpinnings of postmodern critical theory into their education philosophies and classroom practices and how students who are constructed outside the White, Christian, heterosexual male of bourgeois privilege successfully accommodate, resist, or reconfigure the hegemonic discourses of schooling, and of society generally. He is the author of “Mathematics as ‘gatekeeper’?: Three theoretical perspectives that aim toward empowering all children with a key to the gate.” This essay, after verifying mathematics as a gatekeeper, explores the empowering tenets of the situated, cultural relevant, and critical theoretical perspectives on the teaching and learning of mathematics.
 
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