Perceptions Of Change In School Mathematics Microform

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)

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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.