%0 Book Section %1 Markovits08 %A Markovits, Zvia %A Smith, Margaret %B Tools and Processes in Mathematics Teacher Education %C Rotterdam %D 2008 %E Tirosh, Dina %E Wood, Terry %I Sense Publishers %K case cases casestudies education jls10 learning mathematics narrative studies teacher %P 39-64 %T Cases as Tools in Mathematics Teachers Education %U https://www.sensepublishers.com/product_info.php?products_id=575 %X This chapter explores the use of cases in mathematics teacher education. In particular, notions of what a case is and what teachers learn from their experience with cases is discussed. Drawing on our work we present examples of two different types of cases – exemplars and problem situations – that are examined and discussed in detail. On the one hand, exemplars are used to exemplify a practice or operationalize a theory. They provide vivid images of teachers in real classrooms that ground abstract ideas related to content and pedagogy. On the other hand, problem situations can be used to examine the complexities of teaching and the problematic aspects of performance. They often provide dilemmas to be analyzed and resolved. We conclude the chapter by discussing additional work that is needed regarding the use of cases in teacher education, including the design of additional types of cases and more research that addresses what teachers learn, how they learn it, and the impact of their learning on their professional practice.

@incollection{Markovits08, abstract = {This chapter explores the use of cases in mathematics teacher education. In particular, notions of what a case is and what teachers learn from their experience with cases is discussed. Drawing on our work we present examples of two different types of cases – exemplars and problem situations – that are examined and discussed in detail. On the one hand, exemplars are used to exemplify a practice or operationalize a theory. They provide vivid images of teachers in real classrooms that ground abstract ideas related to content and pedagogy. On the other hand, problem situations can be used to examine the complexities of teaching and the problematic aspects of performance. They often provide dilemmas to be analyzed and resolved. We conclude the chapter by discussing additional work that is needed regarding the use of cases in teacher education, including the design of additional types of cases and more research that addresses what teachers learn, how they learn it, and the impact of their learning on their professional practice. }, added-at = {2010-08-05T08:15:57.000+0200}, address = {Rotterdam}, author = {Markovits, Zvia and Smith, Margaret}, biburl = {https://www.bibsonomy.org/bibtex/299cc40b50ce287343f25375e2b2eada8/yish}, booktitle = {Tools and Processes in Mathematics Teacher Education}, editor = {Tirosh, Dina and Wood, Terry}, interhash = {30d99db45871b900e75e880a37e9998a}, intrahash = {99cc40b50ce287343f25375e2b2eada8}, keywords = {case cases casestudies education jls10 learning mathematics narrative studies teacher}, pages = {39-64}, publisher = {Sense Publishers}, timestamp = {2010-08-05T08:15:57.000+0200}, title = {Cases as Tools in Mathematics Teachers Education}, url = {https://www.sensepublishers.com/product_info.php?products_id=575}, year = 2008 }