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A Study Examining The Role Of Teacher Beliefs And How These Beliefs Affect The Teaching Of Mathematics
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Book Synopsis A Study Examining the Role of Teacher Beliefs and how These Beliefs Affect the Teaching of Mathematics by : Deborah T. Pittman
Download or read book A Study Examining the Role of Teacher Beliefs and how These Beliefs Affect the Teaching of Mathematics written by Deborah T. Pittman and published by . This book was released on 2002 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Views and Beliefs in Mathematics Education by : Benjamin Rott
Download or read book Views and Beliefs in Mathematics Education written by Benjamin Rott and published by Springer. This book was released on 2018-12-14 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis From beliefs to dynamic affect systems in mathematics education by : Birgit Pepin
Download or read book From beliefs to dynamic affect systems in mathematics education written by Birgit Pepin and published by Springer. This book was released on 2014-10-21 with total page 415 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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?
Book Synopsis Beliefs and Attitudes in Mathematics Education by : Jürgen Maasz
Download or read book Beliefs and Attitudes in Mathematics Education written by Jürgen Maasz and published by BRILL. This book was released on 2019-02-11 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn by : Sigrid Blömeke
Download or read book International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn written by Sigrid Blömeke and published by Springer Science & Business Media. This book was released on 2013-09-09 with total page 581 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reviews the Teacher Education and Development Study: Learning to Teach Mathematics, which tested 23,000 primary and secondary level math teachers from 16 countries on content knowledge and asked their opinions on beliefs and opportunities to learn.
Book Synopsis The Influence of Teachers' Efficacy and Beliefs on Mathematics Instruction in the Early Childhood Classroom by : Elizabeth Todd Brown
Download or read book The Influence of Teachers' Efficacy and Beliefs on Mathematics Instruction in the Early Childhood Classroom written by Elizabeth Todd Brown and published by . This book was released on 2003 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was a correlational study conducted with a population of pre-k educators from a large Midwestern, metropolitan school district. The purpose was to examine if relations existed among early childhood teachers' sense of self efficacy, their beliefs about the importance of mathematics and teachers' mathematics instructional practices. There is strong reason to believe that teachers' mathematics beliefs and conceptions about the subject matter and its teaching play a vital role in their effectiveness as mediators between the subject and the learner. Examining teachers' efficacy and beliefs can inform educational practice and differentiate between successful and less successful instructional practices in teaching mathematics in the early childhood classroom. The research and observations of what early childhood teachers know and believe they are able to do has a profound effect on the way they teacher and on ultimately their students mathematical literacy development. Data were collected on teacher efficacy and teacher beliefs about the importance of mathematics with two self-report questionnaires. The hypothesis that the teachers higher in efficacy will rate the importance of mathematics higher on the Teacher Belief Scale than the teachers with lower efficacy was found to be true with this sample, but the correlation was weak. The level of efficacy of the early childhood teachers in this sample confirmed that in assessing their capabilities they rate themselves high in instructional strategies, classroom management and student engagement. The early childhood teachers did not rate their mathematics beliefs as high as their efficacy. The belief rating may reflect the lack of consensus among early childhood teachers that mathematics is important for preschool children. Observations of mathematics instructional practices were conducted with twenty teachers. It was hypothesized that the combination of high Teacher Efficacy and high Teacher Mathematics Beliefs would show alignment with the presence of standards based Mathematics Instructional Practices. The results were not statistically significant. No correlation signals a need for more research to explore what other personal or external factors relate to mathematics instructional practices in the early childhood classroom. The research will inform pre-k teachers about effective instructional strategies and knowledge needed to launch early childhood students on a developmentally appropriate pathway to mathematical literacy.
Book Synopsis Attitudes, Beliefs, Motivation and Identity in Mathematics Education by : Markku S. Hannula
Download or read book Attitudes, Beliefs, Motivation and Identity in Mathematics Education written by Markku S. Hannula and published by Springer. This book was released on 2016-06-14 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Proficiency and Beliefs in Learning and Teaching Mathematics by : Yeping Li
Download or read book Proficiency and Beliefs in Learning and Teaching Mathematics written by Yeping Li and published by Springer Science & Business Media. This book was released on 2013-09-04 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Exploring the Mathematical Education of Teachers Using TEDS-M Data by : Maria Teresa Tatto
Download or read book Exploring the Mathematical Education of Teachers Using TEDS-M Data written by Maria Teresa Tatto and published by Springer. This book was released on 2018-08-16 with total page 589 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book uses the publicly available TEDS-M data to answer such questions as: How does teacher education contribute to the learning outcomes of future teachers? Are there programs that are more successful than others in helping teachers learn to teach mathematics? How does the local and national policy environment contribute to teacher education outcomes? It invites readers to explore these questions across a large number of international settings. The importance of preparing future mathematics teachers has become a priority across many nations. Across the globe nations have allocated resources and expertise to this endeavour. Yet in spite of the importance accorded to teacher education not much is known about different approaches to preparing knowledgeable teachers and whether these approaches do in fact achieve their purpose. The Mathematics Teacher Education and Development Study (TEDS-M) is the first, and to date the only, cross-national study using scientific and representative samples to provide empirical data on the knowledge that future mathematics teachers of primary and secondary school acquire in their teacher education programs. The study addresses the central importance of teacher knowledge in learning to teach mathematics by examining variation in the nature and influence of teacher education programs within and across countries. The study collected data on teacher education programs structure, curriculum and opportunities to learn, on teacher educators’ characteristics and beliefs, and on future mathematics teachers’ individual characteristics, beliefs, and mathematics and pedagogical knowledge across 17 countries providing a unique opportunity to explore enduring questions in the field.
Book Synopsis Beliefs: A Hidden Variable in Mathematics Education? by : G.C. Leder
Download or read book Beliefs: A Hidden Variable in Mathematics Education? written by G.C. Leder and published by Springer Science & Business Media. This book was released on 2005-12-28 with total page 367 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Second Handbook of Research on Mathematics Teaching and Learning by : Frank K. Lester
Download or read book Second Handbook of Research on Mathematics Teaching and Learning written by Frank K. Lester and published by IAP. This book was released on 2007-02-01 with total page 1380 pages. Available in PDF, EPUB and Kindle. Book excerpt: The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics. The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment. Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.
Book Synopsis Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms by : Hanna Palmér
Download or read book Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms written by Hanna Palmér and published by Springer. This book was released on 2017-12-04 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: This contributed volume is an exciting product of the 22nd MAVI conference, which presents cutting-edge research on affective issues in teaching and learning math. The teaching and learning of mathematics is highly dependent on students’ and teachers’ values, attitudes, feelings, beliefs and motivations towards mathematics and mathematics education. These peer-reviewed contributions provide critical insights through their theoretically and methodologically diverse analyses of relevant issues related to affective factors in teaching and learning math and offer new tools and strategies by which to evaluate affective factors in students’ and teachers’ mathematical activities in the classroom. Among the topics discussed: The relationship between proxies for learning and mathematically related beliefs. Teaching for entrepreneurial and mathematical competences. Prospective teachers’ conceptions of the concepts mean, median, and mode. Prospective teachers’ approach to reasoning and proof The impact of assessment on students’ experiences of mathematics. Through its thematic connections to teacher education, professional development, assessment, entrepreneurial competences, and reasoning and proof, Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms proves to be a valuable resource for educators, practitioners, and students for applications at primary, secondary, and university levels.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 690 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Believing and Perceiving by : Marissa M. Zhu
Download or read book Believing and Perceiving written by Marissa M. Zhu and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation is a two-part study comparing U.S. and Chinese teachers' beliefs and noticing patterns. The overarching question for this study is: "How does culture influence what mathematics teachers believe and notice?" This project seeks to investigate this central assumption: there are distinctly "Western" and "East Asian" pedagogical features that inform what teachers believe and notice about teaching and learning. Paper one seeks to clarify the role of cultural stereotypes in shaping teachers' personal beliefs and perceptions of their culture's beliefs on teaching and learning. In Paper two, group differences between U.S. and Chinese teachers' beliefs and noticing are analyzed with respect to these stereotypical pedagogical features (SPFs).This project combines two research areas, cross-cultural comparisons of teachers' beliefs and cross-cultural studies of teacher noticing, to present a distinction of the pedagogical features that seem to underlie Western and East Asian teachers' practices. This dissertation takes a unique approach to assessing teachers' pedagogical beliefs. Across both studies, teachers' personal beliefs are assessed separately from their cultural beliefs. Further, the concept of "cultural beliefs" is defined as an individual's perception of the shared values held by most members of a cultural group, as well as social structures such as the relationship between parents and children or the relationship between teachers and students (Leung, 2006).Findings of these studies indicate that the cultural distinctions between "Western" and "Eastern" are becoming blurred as East Asian educators, such as the Chinese participants in this study, take up more "Western" pedagogical theories and practices. Chinese teachers' personable beliefs indicate a definite shift towards "Western"-oriented features such as child-centeredness, process-orientation, and intrinsic motivation, even as they perceive China's cultural orientation as being more "Eastern" (Study One). But a closer examination of Chinese teachers' perceptions of a student-centered lesson compared to a teacher-directed lesson tells a different story: teachers' interpretations and responses continue to both impart and reflect stereotypically "Eastern" features (Study Two). At first blush, these findings seem to reinforce the claim that Chinese teachers are more likely to notice "Eastern" features because of cultural preferences for teacher-directed instruction. In contrast to previous claims, however, this dissertation argues that certain "Eastern" features-such as abstract representation, subject matter knowledge, and highly-structured lessons- are conducive for supporting student-centered noticing, particularly in addressing students' mathematical thinking.The significance of these findings is discussed in terms of finding a balanced perspective that draws upon the strengths of "Western" and "East Asian" paradigms to develop a more holistic model of teacher practice. This perspective is discussed in terms of how it may inform cross-cultural approaches to developing student-centered noticing skills, and future research in teacher noticing and beliefs.
Book Synopsis Studying Teacher Education by : Marilyn Cochran-Smith
Download or read book Studying Teacher Education written by Marilyn Cochran-Smith and published by Routledge. This book was released on 2009-09-10 with total page 817 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume reports the work of the American Educational Research Association's Panel on Research and Teacher Education.It offers a synthesis of research on teacher education policies and practices in the US and an agenda for future research.
Book Synopsis Mathematics Curriculum Topic Study by : Page Keeley
Download or read book Mathematics Curriculum Topic Study written by Page Keeley and published by Corwin Press. This book was released on 2006-04-06 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book addresses the needs of teachers at every level in their teaching careers, as well as those who support and work with teachers. The processes can be used individually to guide professional learning and teaching, or within almost any professional development structure for facilitating group learning. " -Katherine E. Stiles, Senior Program Associate, WestEd "This resource supports continual professional growth of both content and pedagogical knowledge and will help teachers focus on the appropriate research. What a time saver this is!" -Rhonda Naylor, National Board Certified Mathematics Teacher Campus Middle School, Englewood, CO Attain the tools to plan and incorporate standards-based instruction that positively impacts student achievement! Becoming an accomplished mathematics teacher requires not only a thorough understanding of content, but also a familiarity with mathematics standards and research. However, a strategy for translating standards and research into instructional practice has been lacking since the advent of standards-based education reform. Mathematics Curriculum Topic Study provides a systematic professional development strategy that links mathematics standards and research to curriculum, instruction, and assessment. Developed by authors Page Keeley and Cheryl M. Rose of the Maine Mathematics and Science Alliance, the NSF-funded Curriculum Topic Study (CTS) process can help educators align their practice with research-based concepts and skills required in local, state, and national standards. Successfully field-tested with hundreds of teachers, mathematics coordinators, and staff developers, this book contains 92 ready-to-use CTS guides arranged in seven categories that are aligned with NCTM content and process standards. Designed to work in a variety of contexts, the CTS process will help teachers: Increase their content and pedagogical knowledge Better understand and access mathematics research Translate standards to the classroom in a conscious, scholarly way Learn to recognize and address learning difficulties Increase opportunities for all students to achieve mathematical literacy An essential investment toward improving student achievement in mathematics for K-12 teachers, staff developers, directors of curriculum, department chairs and math educators, this innovative resource is also appropriate for preservice teachers and preservice higher education faculty.
Book Synopsis Dismantling Educational Sexism through Teacher Education by : Kimberly J. Pfeifer
Download or read book Dismantling Educational Sexism through Teacher Education written by Kimberly J. Pfeifer and published by Routledge. This book was released on 2021-10-28 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book details the development and impacts of anti-sexism professional development (PD) workshops for preservice teachers. Designed to help teacher candidates recognize gender inequity and think more deeply about their role as anti-sexist educators, Dismantling Educational Sexism through Teacher Education explores how workshops can respond directly to issues manifesting in US schooling such as misrepresentation, androcentric pedagogy, and sex(ual/ist) harassment using an intersectional approach. By documenting participants’ learning, the text offers valuable insight into how teacher candidates view their role in combatting sexism and illustrates how an anti-sexism curriculum can positively impact on educators’ beliefs, discourses, and teaching practices. This volume will be a valuable resource for researchers and scholars involved in teacher education and issues of gender equity more broadly, as well as teacher educators seeking a theoretical framework for anti-sexism trainings.
