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Exploring Explicit And Implicit Influences On Prospective Secondary Mathematics Teachers Development Of Beliefs And Classroom Practice Through Case Study Analysis
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Book Synopsis Exploring Explicit and Implicit Influences on Prospective Secondary Mathematics Teachers' Development of Beliefs and Classroom Practice Through Case Study Analysis by : Jennifer Lynn Harrison
Download or read book Exploring Explicit and Implicit Influences on Prospective Secondary Mathematics Teachers' Development of Beliefs and Classroom Practice Through Case Study Analysis written by Jennifer Lynn Harrison and published by . This book was released on 2012 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Mathematics education literature supports the complex process of prospective secondary mathematics teacher (PSMT) learning and development, the impact of beliefs on PSMT learning and development, and the lack of demonstrated mathematics classroom practice supported by current constructivist reform perspectives referred to as learner-responsive pedagogy in this dissertation. The purpose of this research was to both explicitly impact and explore the process of the development of beliefs and classroom practice for a small group of PSMTs through a Teacher Development Experiment (TDE) methodology. Using the TDE methodology as a guide, the objective of the researcher was to purposefully work to help PSMTs develop beliefs and classroom practice aligning with learner-responsive perspectives. Eight PSMTs in a 5-quarter graduate teacher education program at a large Midwestern university participated in this research. The researcher acted as an instructor for the PSMTs' first mathematics methods course and as their university supervisor throughout all field placement experiences in the teacher education program. Guided by literature supporting methods for impacting belief development and teacher learning through a focus on student thinking, the supervisor provided support to increase opportunities for PSMTs to develop beliefs and classroom practice aligning with learner-responsive approaches. Extensive qualitative data were collected throughout the PSMTs' mathematics methods course and field placement experiences. These data include: reflective writings from readings, field placement observations, and field placement teaching experiences; field notes from observations of PSMTs' classroom practice; transcribed discussions before and after classroom practice observations; transcribed discussions from small group discussions; feedback provided by the researcher on lesson plans and reflective writing; and responses to a final interview. Quantitative data in the form of a Likert-survey for beliefs related to teaching and learning in mathematics were analyzed along with qualitative data to develop case studies of development of beliefs and classroom practice for three of the eight PSMTs. Through analysis of individual PSMT learning in each case as well as a cross case analysis, factors influencing PSMT development of beliefs and classroom practice aligning with learner-responsive perspectives were found. The cases supported the influence of enactive mastery experiences, over vicarious experiences or verbal persuasion, on PSMTs beliefs and classroom practice. Differences in enactive mastery experiences for teacher-centered or learner-responsive perspectives resulted in a demonstration of differing belief development. The cases also demonstrated a relationship between PSMTs' ability to elicit, attend to, interpret, and decide how to use student thinking in their instruction and their development of beliefs and classroom practice. Findings from this research suggest the importance of explicit consistent supervisor and university support for specific types of experiences for PSMTs to influence the development of their beliefs and classroom practice to align with learner-responsive pedagogy. This supports the importance of an explicit focus on consistent teacher models and support for learner-responsive perspectives and practice in teacher education programs as well as further research on developing research-based models of student learning of secondary mathematics concepts to help PSMTs focus more deeply on student thinking.
Book Synopsis Supervising Student Teachers by : Alexander Cuenca
Download or read book Supervising Student Teachers written by Alexander Cuenca and published by Springer Science & Business Media. This book was released on 2013-02-11 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: The student teaching experience is often considered one of the most influential aspects of teacher preparation. Key in the success of student teaching is the university supervisor. During the student teaching experience, the university supervisor is mainly responsible for helping pre-service teachers relate university coursework with the situated experiences in schools. However, much like the various other spaces and places in teacher education, facilitating teacher learning is an incredibly complex endeavor. This edited volume addresses the complexities of supervising student teachers from three distinct vantage points. First, salient issues regarding the supervision of student teachers such as the preparation of novice supervisors, negotiating power in the student teaching triad, and the low status of clinical teacher education are examined. Second, different pedagogical frameworks for the work of supervision are provided such as care theory, teacher education for democracy, and social justice. Finally, future directions for field-based teacher education are discussed, such as a call to reconsider where supervision takes place, the necessity to develop a pedagogy of supervision, 21st century trends facing clinical teacher education, and the value added by university supervisors to teacher development. Each of these chapters engage the supervision of student teachers through a mix of research, theory, and personal stories from the field. As such, this edited volume is designed for new supervisors, veteran supervisors, and supervision scholars.
Book Synopsis Exploring Secondary School Mathematics Teachers' Problem Solving Beliefs and Teaching Practices by : Lynn Georges Farah
Download or read book Exploring Secondary School Mathematics Teachers' Problem Solving Beliefs and Teaching Practices written by Lynn Georges Farah and published by . This book was released on 2009 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
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 249 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 Coherent, Dynamic Accounts of Prospective Secondary Mathematics Teachers' Knowledge of and Beliefs about Mathematics by : Daniel Kevin Siebert
Download or read book Coherent, Dynamic Accounts of Prospective Secondary Mathematics Teachers' Knowledge of and Beliefs about Mathematics written by Daniel Kevin Siebert and published by . This book was released on 2000 with total page 494 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis presents accounts of the mathematical knowledge and beliefs of eight prospective secondary mathematics teachers (PSTs) as they progressed through a six-week unit on division of fractions that was designed to bring about change in their knowledge of and beliefs about mathematics. These accounts capture the sense that the PSTs made of their experiences during the unit and investigate how their knowledge and beliefs interacted to both facilitate and prevent change. One of the pressing problems currently facing mathematics education reform efforts is that PSTs frequently leave college with critical gaps in their understanding of secondary school mathematics topics and with traditional beliefs about mathematics, teaching and learning. Efforts to better prepare PSTs have only been partially successful, in part because teacher educators do not have a clear understanding of PSTs' knowledge of and beliefs about mathematics and how PSTs perceive of their experiences in classes designed to influence their knowledge and beliefs. This study used qualitative methods, including grounded theory, teaching experiment methodology, and case studies to investigate PSTs' knowledge of and beliefs about mathematics as they participated in the division of fractions unit. The PSTs' initial knowledge of division of fractions consisted mostly of procedural expertise, with only limited conceptual understanding. They tended to perceive of secondary school mathematics as an interrelated, consistent set of rules, procedures, facts and definitions. This interrelated rules perspective toward mathematics persisted for a short period after the PSTs began the unit. However, through a series of mathematical explorations, the PSTs were able to develop new understandings for division of fractions. This new conceptual knowledge led PSTs to rethink how they would teach division of fractions and to reconsider how they perceived mathematics. They began to view mathematics as a collection of rules and procedures that were supported by underlying concepts. Nevertheless, they continued to see rules and procedures as the major landmarks in the mathematical landscape, which in turn limited the mathematical understandings they were able to develop during the unit.
Book Synopsis Exploring Beliefs and Practices of Teachers of Secondary Mathematics by : Mary Smeal
Download or read book Exploring Beliefs and Practices of Teachers of Secondary Mathematics written by Mary Smeal and published by LAP Lambert Academic Publishing. This book was released on 2009-09 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Council of Teachers of Mathematics has challenged all mathematics teachers to use their Standards documents as guidelines for teaching mathematics. Many pre-service programs are now presenting curricula that are Standards-based. Five case studies were used to investigate the teaching beliefs and practices of mathematics teachers who had participated in a Standards-based pre-service education. One teacher held beliefs in alignment with the guidelines of the Standards and effectively implemented them in her classroom regardless of the obstacles. Another teacher strongly held Standards-based beliefs but had difficulty incorporating these beliefs into her teaching practices due to the obstacles of curriculum, high-stakes testing, and classroom management. The other three teachers held mostly traditional beliefs and incorporated traditional teaching strategies. Four of the teachers lowered their expectations of students based on the students' demographics, such as academic level and socioeconomic status.
Book Synopsis Beliefs and Negotiations by : Marshall Bryan Lassak
Download or read book Beliefs and Negotiations written by Marshall Bryan Lassak and published by . This book was released on 2001 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 The Impact of Secondary Mathematics Teachers' Beliefs on Their Practices and the Classroom Environment by : Kim Caroline Beswick
Download or read book The Impact of Secondary Mathematics Teachers' Beliefs on Their Practices and the Classroom Environment written by Kim Caroline Beswick and published by . This book was released on 2003 with total page 762 pages. Available in PDF, EPUB and Kindle. Book excerpt: These teachers participated in a semi-structured interview, and a number of their mathematics lessons were observed. Informal interviews and discussions with these teachers also occurred throughout, and subsequent to, the observation period. Significant associations were found between the teachers' beliefs and the extent to which their classroom environments could be described as constructivist. Specifically, teachers with a problem-solving view of mathematics and student-focussed views of mathematics teaching and learning were more likely than other teachers to have classroom environments that were consistent with constructivist principles. Various associations with the teachers ́̀̆personal data were also identified. The case studies revealed a number of particular beliefs that were associated with the creation of classroom environments that could be characterized as constructivist. These beliefs related to the teachers ́̀̆views concerning the nature of mathematics, mathematics learning, the teachers ́̀̆role and responsibilities in relation to both students ́̀̆learning and their own professional learning, and most significantly, the ability and inclination of their students ́̀̆to learn mathematics. A model was devised, illustrating the relationship between the beliefs and practices of secondary mathematics teachers that accounts for the various aspects of the structure of beliefs systems and the contextual nature of beliefs.n the nature.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Methods Courses and Field Experiences Influences on Preservice Secondary Mathematics Teachers' Beliefs about Their Role in Mathematics Classroom Discussion by : Martin Dirk Hartog
Download or read book Methods Courses and Field Experiences Influences on Preservice Secondary Mathematics Teachers' Beliefs about Their Role in Mathematics Classroom Discussion written by Martin Dirk Hartog and published by . This book was released on 1995 with total page 802 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Exploring Influences of Mathematics Coach-teacher Interactions on the Development of Teacher Pedagogical Knowledge, Effective Mathematical Teaching Practices, and a Classroom Culture of Mathematical Inquiry by : Kimberly Hughes
Download or read book Exploring Influences of Mathematics Coach-teacher Interactions on the Development of Teacher Pedagogical Knowledge, Effective Mathematical Teaching Practices, and a Classroom Culture of Mathematical Inquiry written by Kimberly Hughes and published by . This book was released on 2015 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study found that PCK, teaching practices, and CCMI were primary themes in the coach-teacher interactions. The coach’s role during mathematics lessons was limited due to the teacher’s comfort level. This required use of spontaneous instead of planned coaching moves. The conditions that contributed to implementation of teacher’s practices included (a) zone of proximal development; (b) visualization of practices; (c) ease of implementation; (d) teacher’s beliefs; (e) messages from the broader community; and (f) the coach’s understanding of PCK, teaching practices, and CCMI. Success of implementation of strategies depended on the coach’s ability to help the teacher visualize practices and to trim and decompress teaching practices. Finally, a model for coach growth-of-knowledge is proposed based on the model by Perks and Prestage (2008) for teacher and mathematics teacher educator (MTE) growth-of-knowledge.
Book Synopsis An Analysis of the Influence of Lesson Study on Preservice Secondary Mathematics Teachers' View of Self-as Mathematics Expert by : Julie Stafford-Plummer
Download or read book An Analysis of the Influence of Lesson Study on Preservice Secondary Mathematics Teachers' View of Self-as Mathematics Expert written by Julie Stafford-Plummer and published by . This book was released on 2002 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research seeks to investigate the influence of lesson study on preservice secondary mathematics teachers' view of self as mathematics expert. The study acknowledges the commonly held belief that prospective mathematics teachers have that they know and understand secondary mathematics. The purpose in engaging the preservice teachers in lesson study is to dislodge this belief. In particular, this research report focuses on one preservice teacher and her experiences during lesson study. Using the data collected, the researcher reports on the baseline beliefs that the preservice teacher held toward her knowledge of secondary mathematics, her mathematical experiences during the actual lesson study phase of the research and the final status of her beliefs in relation to her secondary mathematics understanding. After assessing the preservice teacher's beliefs, the report focuses on the moves the preservice teacher makes to protect her identity as a knower of mathematics. The report details how the researcher probed the subject's views through a follow-up interview. The researcher discovered during the follow-up interview that the subject was finally able to admit her lack of mathematical knowledge and her desire to not be seen as 'dumb' in front of the interviewer. The implications of the study suggest that teacher educators should be sensitive to preservice secondary teachers' perceptions of their mathematical knowledge and teacher educators should watch for the moves preservice teachers make to shift conversation away from mathematics topics.
Book Synopsis Mathematics Teachers' Beliefs, Their Classroom Practices and Influences on Student Learning by : Chien Chin
Download or read book Mathematics Teachers' Beliefs, Their Classroom Practices and Influences on Student Learning written by Chien Chin and published by . This book was released on 1995 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Ann LeSage Publisher :Library and Archives Canada = Bibliothèque et Archives Canada ISBN 13 :9780494027431 Total Pages :496 pages Book Rating :4.0/5 (274 download)
Book Synopsis Reconstructing Mathematics Practices [microform] : Two Stories of Teacher Change and Curriculum Reform by : Ann LeSage
Download or read book Reconstructing Mathematics Practices [microform] : Two Stories of Teacher Change and Curriculum Reform written by Ann LeSage and published by Library and Archives Canada = Bibliothèque et Archives Canada. This book was released on 2005 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Understanding Mathematical Discourse in the Elementary Classroom by : Barbara Lynn Blanke
Download or read book Understanding Mathematical Discourse in the Elementary Classroom written by Barbara Lynn Blanke and published by . This book was released on 2009 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this case study was to examine a third-grade teacher's effective use of mathematical discourse in the classroom setting. The study offers insights into the following research questions: 1) How does a teacher's engagement in mathematical discourse communities influence her practice and self-efficacy as a mathematics educator? 2) What teacher moves support or hinder effective student discourse in mathematics? 3) How does the facilitation and maintenance of discourse communities enhance mathematical understanding for the teacher and the students? Four main sources of data were collected: 18 video-taped observations, including researcher field notes; pre-and-post observation discussions with the teacher; and three audio-taped interviews with the teacher. Data were analyzed using constructed grounded theory and situational mapping. These methods allowed the researcher to engage in simultaneous data collection and analysis, using memowriting as a way to form hunches around the data which were then explored in collaboration with the teacher. The analyses indicated the teacher engaged in a variety of pedagogical practices that moved her learners from the simple implementation of social norms to a higher level of discourse that supported their engagement in sociomathematical norms. These moves included the following: building a community of learners, encouraging students as mathematicians, asking genuine questions, pressing students and encouraging disequilibrium, promoting risk-taking, making teacher decisions transparent to students, and decentralizing her teaching. Factors that hindered student discourse included time, teacher language around the use of "I" statements, and teacher content knowledge. Through the use of these pedagogical practices and the integral part the teacher and students played in the creation and growth of their discourse community, student and teacher beliefs towards mathematics shifted and the teacher's selfefficacy was enhanced. Episodes from this classroom indicated mathematics instruction and teacher moves were purposefully planned and implemented, thus promoting student discourse. The mathematical understandings and beliefs of the teacher and her students were influenced by their participation in a well-established mathematical discourse community. The study shows how engaging in mathematical discourse can be one of the foundational cornerstones from which teachers and students can begin to construct a deeper understanding of the world of mathematics.
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