Abstract

Nearly all research that seeks to assist in reforming mathematics student teaching in the United States has been limited in that it (1) does not consider student teaching models in non-Western cultures, and (2) has not sufficiently studied the unique context of mathematics in student teacher-cooperating teacher interactions. This multi-case study addresses these issues by analyzing the interactions between three cooperating teachers and two student teachers in the mathematics student teaching setting in Japan. Four conclusions are presented to generate a coherent picture of the principles of teaching and learning to teach that are emphasized during this Japanese student teaching experience.

Degree

MA

College and Department

Physical and Mathematical Sciences; Mathematics Education

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2008-11-11

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd2649

Keywords

mathematics education, cooperating teacher, student teacher, Japan, student teaching

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