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Creators/Authors contains: "Villafañe-Cepeda, W."

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  1. ; ; (, Productive Struggle: Persevering Through Challenges: Proceedings of the 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Olanoff, D; Johnson, K.; & . Spizer, S. (Ed.)
    The context of this study is an innovation using Lesson Study (LS) (Lewis et al., 2019) to establish connections between methods courses and clinical experiences. Although several researchers have recognized the importance of field experiences in mathematics teacher education (Bieda et al., 2015) there are few that focuses on determining mentors´ knowledge. We use four hypothetical situations to explore how mentor teachers would use their knowledge to manage problems that could surface during Lesson Study. Data was analyzed using the discursive patterns described by Horn (2010) and the Toulmin´s (1958) model. 
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    Accepted Manuscript Full Text Available
  2. ; ; (, Productive Struggle: Persevering Through Challenges: Proceedings of the 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Olanoff, D.; Johnson, K.; & Spizer, S. M. (Ed.)
    The context of this study is an innovation using Lesson Study (LS) (Lewis et al., 2019) to establish connections between methods courses and clinical experiences. Although several researchers have recognized the importance of field experiences in mathematics teacher education (Bieda et al., 2015) there are few that focuses on determining mentors´ knowledge. We use four hypothetical situations to explore how mentor teachers would use their knowledge to manage problems that could surface during Lesson Study. Data was analyzed using the discursive patterns described by Horn (2010) and the Toulmin´s (1958) model. 
    more » « less
    Accepted Manuscript Full Text Available