The Relationships Between Teachers' Efficacy Beliefs and Reform-oriented Mathematics Teaching PDF Download
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Author: Karl Frederick Wheatley
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 586
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Book Description
Author: Karl Frederick Wheatley
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 586
Get Book Here
Book Description
Author: Kerri Lee Hundley
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 122
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Book Description
A number of recent efforts to improve mathematics instruction have focused on professional development activities designed to promote changes in teachers2 practice that are consistent with the standards of the National Council of Teachers of Mathematics [NCTM]. Since teacher beliefs can have a significant influence on what teachers do in their classroom, this study investigated the impact of an alternative form of professional teacher development designed to impact both general and personal teacher efficacy beliefs toward the use of Standards-based mathematics. A professional teacher development study group [PDSG] was formed that consisted of a facilitator/participant and six elementary teachers who were interested in improving their mathematics instruction. The group met over a period of six months in eight sessions to examine their own mathematical thinking and beliefs as well as the mathematical thinking of children. Results indicated that general and personal teacher efficacy changed in a positive direction toward the use of Standards-based mathematics. These results suggest that the implementation of mathematics reform may be facilitated when teachers have the opportunity to engage in a PDSG specifically designed to attend to teacher efficacy beliefs and support positive changes in those beliefs.
Author: Violet Uline Barrett Paterson
Publisher:
ISBN:
Category :
Languages : en
Pages : 235
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Book Description
The core purposes of this study were twofold: (1) to ascertain whether mathematics teachers support reform oriented teaching practices, and (2) to discover whether there is correspondence between what classroom mathematics teachers say they should do when they teach mathematics and what they really do in the classroom. To carry out this investigation, elementary, middle and high school mathematics teachers responded to survey questions about their beliefs and practices and were observed. There are two major research questions that underlie this research and several secondary questions. The primary questions are: 1. Do in-service mathematics teachers support the major principles of reform oriented mathematics instruction? 2. To what extent do in-service mathematics teachers exhibit reform-oriented teaching in their classrooms? Among the secondary research questions are the following: 3. Does professional development support reform oriented teaching practices? 4. Do teachers' beliefs vary with respect to the grade level they teach? 5. Do teachers' beliefs vary with respect to their levels of education? The subjects were mathematics teachers from three grade levels, elementary, middle and high school selected from three school districts in northeastern United States. One hundred seventy-four mathematics teachers participated in the main study. Ten of the teachers who completed the Questionnaire voluntarily participated in in-class observations and post-observation interviews. The Reformed Teaching Observation Protocol (RTOP) was used for the observation. All 10 teachers were interviewed individually immediately either after the in-class observation took place or a day later. The most salient finding of the study was that while teachers express a strong belief in the major tenets of reform oriented mathematics teaching, their actual demonstration of this type of teaching is far less evident. Pearson correlation analysis demonstrated only marginal relationships between teachers' demographic characteristics and their beliefs. A multiple regression analysis found that only 6% of the variance in beliefs is accounted for by the demographic variables. One of the major conclusions of the research is that teachers feel compelled to teach in ways that are discrepant from their beliefs in order to prepare their students for the standardized tests, which are now a critical component of educational accountability. Educational implications, limitations of the study and suggestions for future research are discussed.
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:
Publisher: BRILL
ISBN: 9087903510
Category : Education
Languages : en
Pages : 321
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Book Description
Mathematics education research has blossomed into many different areas which we can see in the programmes of the ICME conferences as well as in the various survey articles in the Handbooks. However, all of these lines of research are trying to grapple with a common problem, the complexity of the process of learning mathematics.
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: 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: Vi-Nhuan Le
Publisher: Rand Corporation
ISBN: 0833042467
Category : Education
Languages : en
Pages : 117
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Book Description
Presents the findings of a multiyear study of the effectiveness of reform-oriented science and mathematics teaching (instructional practices for engaging students actively in their own learning and enhancing the development of complex cognitive skills)-specifically, whether such practices are associated with higher student achievement and whether that association is sensitive to the aspects of achievement that are measured. (CD-ROM enclosed.)
Author: Birgit Pepin
Publisher: Springer
ISBN: 3319068083
Category : Education
Languages : en
Pages : 415
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Book Description
This book connects seminal work in affect research and moves forward to provide a developing perspective on affect as the “decisive variable” of the mathematics classroom. In particular, the book contributes and investigates new conceptual frameworks and new methodological ‘tools’ in affect research and introduces the new field of ‘collectives’ to explore affect systems in diverse settings. Investigated by internationally renowned scholars, the book is build up in three dimensions. The first part of the book provides an overview of selected theoretical frames - theoretical lenses - to study the mosaic of relationships and interactions in the field of affect. In the second part the theory is enriched by empirical research studies and provides relevant findings in terms of developing deeper understandings of individuals’ and collectives’ affective systems in mathematics education. Here pupil and teacher beliefs and affect systems are examined more closely. The final part investigates the methodological tools used and needed in affect research. How can the different methodological designs contribute data which help us to develop better understandings of teachers’ and pupils’ affect systems for teaching and learning mathematics and in which ways are knowledge and affect related?
