From Theory to Practice: Explaining Successful and Unsuccessful Teaching Activities (Case of Fractions)
In a teaching experiment, I examined a theoretical model of mathematics teaching and learning in practice. In this paper I focus on how the model can guide the teacher's thinking about students' understandings and the generation of activities that foster intended transformations in those understandings. As a research-teacher I taught, twice a week for four months, basic ideas of fractions to 28 third graders, in a public school in Israel. The analysis of both classroom data and researcher's documented reflections indicates how the model can empower the generation and explanation of successful teaching activities, as well as thinking about and adjusting unsuccessful ones. It also highlights the importance of research-based, content-specific models of students' understandings for successfully implementing the model in practice.
Tzur, R. (2002). From theory to practice: Explaining successful and unsuccessful teaching activities (case of fractions). In A. D. Cockburn & E. Nardi (Eds.), Proceedings of the twenty-sixth annual meeting of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 297-304). Norwich, UK.