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Author: Josephine Carnevale
Publisher:
ISBN: 9780494163283
Category : Self-evaluation
Languages : en
Pages : 238
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Book Description
A self-assessment was completed by Grade 6 teachers. The continuum incorporated ten dimensions of mathematics teaching reform based on the NCTM Standards providing the framework for the study. The researcher then placed the participant on the mathematics teaching reform continuum based on classroom observations. Particulars of the lesson and/or teacher beliefs about math teaching and math knowledge were discussed by the teacher and researcher following classroom observations. The study focussed predominantly on student activities and tasks, construction of knowledge or role of teacher, mathematical tools and student assessment. Any possible discrepancies in rubric scoring by the participant and/or researcher were explored. At the end of the study, teachers were asked to complete the self-assessment rubric again. The professional development model adopted for use in this study is based on the impact of teacher cognitions, self-assessment, and researcher input on teacher efficacy and mathematics teaching reform.
Author: Josephine Carnevale
Publisher:
ISBN: 9780494163283
Category : Self-evaluation
Languages : en
Pages : 238
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Book Description
A self-assessment was completed by Grade 6 teachers. The continuum incorporated ten dimensions of mathematics teaching reform based on the NCTM Standards providing the framework for the study. The researcher then placed the participant on the mathematics teaching reform continuum based on classroom observations. Particulars of the lesson and/or teacher beliefs about math teaching and math knowledge were discussed by the teacher and researcher following classroom observations. The study focussed predominantly on student activities and tasks, construction of knowledge or role of teacher, mathematical tools and student assessment. Any possible discrepancies in rubric scoring by the participant and/or researcher were explored. At the end of the study, teachers were asked to complete the self-assessment rubric again. The professional development model adopted for use in this study is based on the impact of teacher cognitions, self-assessment, and researcher input on teacher efficacy and mathematics teaching reform.
![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: 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?
Author: Barbara L. McCombs
Publisher: Corwin Press
ISBN: 1412926912
Category : Education
Languages : en
Pages : 201
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Book Description
Publisher 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.
Author: Kathleen M. Collins
Publisher:
ISBN:
Category :
Languages : en
Pages : 222
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Book Description
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: Benny B.H.W Yung
Publisher: Springer Science & Business Media
ISBN: 1402034083
Category : Science
Languages : en
Pages : 303
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Book Description
The conclusions and recommendations made in this book are derived from a study of ten teachers in Hong Kong as they tried to change their practice following a reform of the Hong Kong assessment system. Hong Kong is simply a context that provided the opportunity to gather very rich and informative data on issues pertaining to assessment reforms which also have very wide implications in many countries’ contexts. The text is written in a lucid and easy-to-read style.
Author: Alice F. Artzt
Publisher: Routledge
ISBN:
Category : Education
Languages : en
Pages : 278
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Book Description
Presents a framework, in spirit of NCTM professional teaching standards for secondary math teachers, for self-assessment & structural reflection, and a model teachers can use to study other teachers' and their own cognitions and instructional practices.
Author: Karl Frederick Wheatley
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 586
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Book Description
