High School Mathematics Teachers' Beliefs about Learning, Pedagogy, and Mathematics, and Their Relationship to Teaching Authentically PDF Download
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Author: Jonathan Lloyd Brendefur
Publisher:
ISBN:
Category :
Languages : en
Pages : 604
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Book Description
Author: Jonathan Lloyd Brendefur
Publisher:
ISBN:
Category :
Languages : en
Pages : 604
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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: Lynn Georges Farah
Publisher:
ISBN:
Category :
Languages : en
Pages : 260
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Book Description
The purpose of this research study was to explore the relationship between secon dary mathematics teachers' beliefs about problem solving and its pedagogy, and t heir teaching practices. Ten secondary school mathematics teachers from one priv ate school in Beirut were involved in the first phase of this case study; howeve r, only three teachers were selected to take part in the second phase of the stu dy. Qualitative research methods were used including interviews, questionnaires and classroom observations, in order to determine the teachers' professed episte mologies as well as their reported problem solving beliefs and practices regardi ng mathematics, its teaching and learning, and to compare them with their actual teaching practices. The results indicated that teachers' conceptions of mathema tics, its teaching and learning, within and across the three categories, cannot be attributed to one single epistemology (Platonist, Instrumentalist or Problem Solving). Moreover, regardless of differences among teachers, teachers' concepti ons of teaching seem to subscribe to the Platonist epistemology, whereas those o f mathematics and learning are more towards the Instrumentalist epistemology. Th e findings also revealed that the beliefs of the teachers about problem solving and its pedagogy tend to be towards Problem Solving in mathematics, its teaching and learning. Furthermore, though teachers' beliefs about problem solving and i ts pedagogy seem to be oriented towards problem solving, they show differences r egarding the definitions, roles and teaching of problem solving. Conversely, tea chers' reported teaching practices appear less oriented towards the problem solv ing approach than their professed beliefs. Finally, there seems to be substantia l alignment between the teachers' actual observed practices on one hand, and the ir reported beliefs and practices about the teaching of problem solving on the o ther hand. This alignment includes the primary tendency of each teacher as well as secondary tendencies.
Author: Yeping Li
Publisher: Springer Science & Business Media
ISBN: 9462092990
Category : Education
Languages : en
Pages : 310
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Book Description
Efforts to improve mathematics education have led educators and researchers to not only study the nature of proficiency, beliefs, and practices in mathematics learn¬ing and teaching, but also identify and assess possible influences on students’ and teachers’ proficiencies, beliefs, and practices in learning and teaching mathematics. The complexity of these topics has fascinated researchers from various back¬grounds, including psychologists, cognitive or learning scientists, mathematicians, and mathematics educators. Among those researchers, two scholars with a similar background – Alan Schoenfeld in the United States and Günter Törner in Germany, are internationally recognized for their contributions to these topics. To celebrate their 65th birthdays in 2012, this book brought together many scholars to reflect on how their own work has built upon and continued Alan and Günter’s work in mathematics education. The book contains 17 chapters by 33 scholars from six different education systems. This collection describes recent research and provides new insights into these topics of interest to mathematics educators, researchers, and graduate students who wish to learn about the trajectory and direction of research on these issues.
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: 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: Julia Maria Aguirre
Publisher:
ISBN:
Category :
Languages : en
Pages : 806
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Book Description
Author: Daniel Chazan
Publisher: Routledge
ISBN: 1136965629
Category : Education
Languages : en
Pages : 396
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Book Description
This book tells a single story, in many voices, about a serious and sustained set of changes in mathematics teaching practice in a high school and how those efforts influenced and were influenced by a local university. It challenges us to rethink boundaries between theory and practice and the relative roles of teachers and university faculty in educational endeavors.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 582
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Book Description
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.
