Examining Mathematics Curriculum Reform Through Assessment of Teacher's Beliefs PDF Download
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Author: Kathleen M. Collins
Publisher:
ISBN:
Category :
Languages : en
Pages : 222
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Book Description
Author: Kathleen M. Collins
Publisher:
ISBN:
Category :
Languages : en
Pages : 222
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Book Description
![Reconstructing Mathematics Practices [microform] : Two Stories of Teacher Change and Curriculum Reform PDF](https://books.google.com/books/content/images/frontcover/du5WuAAACAAJ?fife=w80-h100)
Author: Ann LeSage
Publisher: Library and Archives Canada = Bibliothèque et Archives Canada
ISBN: 9780494027431
Category : Mathematics teachers
Languages : en
Pages : 496
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Book Description
This case study follows the journeys of two middle school mathematics teachers as they endeavour to reform their teaching practices. The study examines the interrelationship between mathematics histories, teacher efficacy, professional development and social context on the evolution of mathematics beliefs and disposition to change. The findings underscore the centrality of emotional and intellectual work in the educational change process. Intellectually, teachers struggle to develop new understandings of mathematics and pedagogy, while emotionally they struggle with feelings of self-doubt and ineptness. Despite the intellectual and emotional labour, the research participants committed themselves to reforming their practices. The study demonstrates that this positive disposition to change develops over a lifetime and is nurtured by various sources. These diverse experiences cultivate personal and professional characteristics that significantly impact one's perspective on mathematics teaching and educational change. Specifically, the participants' cited reform mathematics beliefs; confidence in their content and pedagogical content knowledge; high self-efficacy and teacher efficacy beliefs; personal commitment to learning, supplemented by the view that teaching is, in itself, educative; and affective characteristics including risk-taking, creativity, ambition, and curiosity as being central to their ability to embrace educational change in their mathematics practices. Finally, the findings highlight external factors that may foster teachers' willingness to pursue changes within their practice. Specifically, the research emphasizes the importance of encouraging teachers to (1) self-select professional development experiences, of which should focus equally on exploring mathematics beliefs and developing practices; (2) seek the support of a purposefully chosen mentor; and (3) develop a mentoring mosaic, which may include developing collegial relationships, enrolling in relevant university courses, reading applicable journals and other resource materials that may support teachers' efforts to change their mathematics practices. The study is significant as it reveals the merit of mathematics histories as a viable means for understanding the origin and duration of teachers' beliefs, thus reducing inconsistencies between espoused beliefs and teaching practices. The study demonstrates the significance of mathematics stories in providing alternative perspectives for understanding the development of teachers' beliefs about mathematics and pedagogy, the sources of their confidence and efficacy beliefs, and their disposition to change.
Author: Susan Fewer Ahrendt
Publisher:
ISBN:
Category :
Languages : en
Pages : 456
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Book Description
Author: Benjamin Rott
Publisher: Springer
ISBN: 3030012735
Category : Education
Languages : en
Pages : 249
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Book Description
The book is made up of 21 chapters from 25 presentations at the 23rd MAVI conference in Essen, which featured Alan Schoenfeld as keynote speaker. Of major interest to MAVI participants is the relationship between teachers’ professed beliefs and classroom practice. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers’ views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. The focus of the second section in this book deals with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. The third section of this book centers on the undercurrents of teaching and learning mathematics, what rises in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research. In this section, papers discuss attitudes towards assessment.
Author: G.C. Leder
Publisher: Springer Science & Business Media
ISBN: 0306479583
Category : Education
Languages : en
Pages : 367
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Book Description
This book focuses on aspects of mathematical beliefs, from a variety of different perspectives. Current knowledge of the field is synthesized and existing boundaries are extended. The volume is intended for researchers in the field, as well as for mathematics educators teaching the next generation of students.
Author: Jo Boaler
Publisher: Routledge
ISBN: 1135642419
Category : Education
Languages : en
Pages : 217
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Book Description
NORTH AMERICAN RIGHTS ONLY: This is a revised edition of Experiencing School Mathematics first published in 1997 by Open University Press, © Jo Boaler. This revised edition is for sale in North America only. The first book to provide direct evidence for the effectiveness of traditional and reform-oriented teaching methods, Experiencing School Mathematics reports on careful and extensive case studies of two schools that taught mathematics in totally different ways. Three hundred students were followed over three years, providing an unusual and important range of data, including observations, interviews, questionnaires, and assessments, to show the ways students' beliefs and understandings were shaped by the different approaches to mathematics teaching. The interviews that are reproduced in the book give compelling insights into what it meant to be a student in the classrooms of the two schools. Questions are raised about and new evidence is provided for: * the ways in which "traditional" and "reform oriented" mathematics teaching approaches can impact student attitude, beliefs, and achievement; *the effectiveness of different teaching methods in preparing students for the demands of the "real world" and the 21st century; *the impact of tracking and heterogeneous ability grouping; and *gender and teaching styles--the potential of different teaching approaches for the attainment of equity. The book draws some radical new conclusions about the ways that traditional teaching methods lead to limited forms of knowledge that are ineffective in non-school settings. This edition has been revised for the North American market to show the relevance of the study results in light of the U.S. reform movement, the "math wars" and debates about teachers, assessment, and tracking. The details of the study have been rewritten for an American audience and the results are compared with research conducted in the U.S. This is an important volume for mathematics teachers and researchers, education policymakers, and for students in mathematics education courses. NOTE: This is a revised edition of Experiencing School Mathematics first published in 1997 by Open University Press, © Jo Boaler. This revised edition is for sale in North America only.
Author: Jürgen Maasz
Publisher: BRILL
ISBN: 9087907230
Category : Education
Languages : en
Pages : 210
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Book Description
Tina Besley has edited this collection which examines and critiques the ways that different countries, particularly Commonwealth and European states, assess the quality of educational research in publicly funded higher education institutions. Such assessment often ranks universities, departments and even individual academics, and plays an important role in determining the allocation of funding to support university research.
Author: Fou-Lai Lin
Publisher: Springer Science & Business Media
ISBN: 0792369866
Category : Education
Languages : en
Pages : 346
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Book Description
This is a research-based book that deals with a broad range of issues about mathematics teacher education. It examines teacher education programs from different societies and cultures as it develops an international perspective on mathematics teacher education. Practical situations that are associated with related theories are studied critically. It is intended for teacher educators, mathematics educators, graduate students in mathematics education, and mathematics teachers.
Author: Markku S. Hannula
Publisher: Springer
ISBN: 3319328115
Category : Education
Languages : en
Pages : 42
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Book Description
This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the three main levels of theorizing: physiological (embodied), psychological (individual) and social. All chapters reflect that mathematics-related affect has mainly been studied using psychological theories.
Author: Kimberly White-Fredette
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages :
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Book Description
Current reform in mathematics teaching and learning is rooted in a changing vision of school mathematics, one that includes constructivist learning, student-centered pedagogy, and the use of worthwhile tasks (National Council of Teachers of Mathematics, 1989, 1991, 2000). This changing vision not only challenges teachers' beliefs about mathematics instruction but their philosophies of mathematics as well (Dossey, 1992). This study investigates the processes that four teachers' go through as they implement a new task-based mathematics curriculum while exploring their personal philosophies of mathematics. The participants were part of a graduate-level course that examined, through the writings of Davis and Hersh (1981), Lakatos (1976), Polya (1945/1973), and others, a humanist/fallibilist philosophy of mathematics. These participants shared, through reflective writings and interviews, their struggles to, first, define mathematics and its purpose in society and in schools, and second, to reconcile their views of mathematics with their instructional practices. The study took place as the participants, two classroom teachers and two instructional coaches, engaged in the initial implementation of a reform mathematics curriculum, a reform based in social constructivist learning theories. Using narrative analysis, this study focuses on the unique mathematical stories of four experienced educators. Each of the participants initially expressed a traditional, a priori view of mathematics, seeing mathematics as right/wrong, black/white, a subject outside of human construction. The participants' expressed views of mathematics changed as they attempted to align their personal philosophies of mathematics with their (changing) classroom practices. They shared their personal struggles to redefine themselves as mathematics teachers through a process of experimentation, reflection, and adaptation. This process was echoed in their changing philosophies of mathematics. These participants came to see mathematics as fluid and a human construct; they also came to see their philosophies of mathematics as fluid and ever-changing, a process more than a product.
