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Pedagogical, Mathematical, and Epistemological Goals in Designing Cognitive Conflict Tasks for Teacher Education

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Constructing Knowledge for Teaching Secondary Mathematics

Part of the book series: Mathematics Teacher Education ((MTEN,volume 6))

Abstract

While cognitive conflict has been thoroughly researched as an instructional strategy for encouraging cognitive growth in children, this work focuses on its role in changing prospective mathematics teachers’ conceptions and beliefs. We analyze the potential contribution of tasks that aim at creating cognitive conflict in promoting teacher learning in several dimensions of teacher knowledge. Specifically, we focus on tasks that aim at achieving pedagogical, mathematical, and epistemological goals. Following a detailed description of the tasks, the motivation and the principles that guided their construction, and partial description of task implementations, we analyze the nature of each task and compare the three examples.

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Author information

Authors and Affiliations

  1. Faculty of Education, Department of Mathematics Education, University of Haifa, Haifa, Israel

    Irit Peled & Anat Suzan

Authors
  1. Irit Peled
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  2. Anat Suzan
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Correspondence to Irit Peled .

Editor information

Editors and Affiliations

  1. Dept. Education in Technology &, Science, Technion- Israel Institute of Technology, Technion City, Haifa, 32000, Israel

    Orit Zaslavsky

  2. Fac. Education, Monash University, Wellington Road, Clayton, 3800, Victoria, Australia

    Peter Sullivan

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Peled, I., Suzan, A. (2011). Pedagogical, Mathematical, and Epistemological Goals in Designing Cognitive Conflict Tasks for Teacher Education. In: Zaslavsky, O., Sullivan, P. (eds) Constructing Knowledge for Teaching Secondary Mathematics. Mathematics Teacher Education, vol 6. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09812-8_5

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