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Using the Intuitive Rules Theory as a Basis for Educating Teachers

  • Chapter
Making Sense of Mathematics Teacher Education

Abstract

In this chapter we illustrate how the explanatory and predictive power of the Intuitive Rules Theory can be used to plan instructional sequences that help students overcome the negative effects of intuitive rules on their work in mathematics and science. We then describe a research-based seminar we developed for raising mathematics and science teachers’ awareness of the role of intuitive rules in students’ thinking and to encourage them to take this knowledge into consideration when planning instruction. Finally, we discuss some initial impressions regarding the impact of the seminar on teachers’ actual teaching.

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Author information

Authors and Affiliations

  1. School of Education, Tel Aviv University, Tel Aviv, Israel

    Dina Tirosh, Ruth Stavy & Pessia Tsamir

Authors
  1. Dina Tirosh
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  2. Ruth Stavy
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  3. Pessia Tsamir
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Editor information

Editors and Affiliations

  1. National Taiwan Normal University, Taipei, Taiwan

    Fou-Lai Lin

  2. University of Georgia, Athens, GA, USA

    Thomas J. Cooney

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© 2001 Springer Science+Business Media Dordrecht

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Tirosh, D., Stavy, R., Tsamir, P. (2001). Using the Intuitive Rules Theory as a Basis for Educating Teachers. In: Lin, FL., Cooney, T.J. (eds) Making Sense of Mathematics Teacher Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0828-0_4

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  • DOI: https://doi.org/10.1007/978-94-010-0828-0_4

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-0-7923-6986-8

  • Online ISBN: 978-94-010-0828-0

  • eBook Packages: Springer Book Archive

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