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Changes in Teachers' Knowledge and Beliefs about Mathematics and Mathematics Teaching: A Case Study

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المؤلفون: Lomas, Laurinda; Clarke, Doug
اللغة:
English
المصدر:
Mathematics Education Research Group of Australasia. 2016Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016).
الموضوع:
2016
نوع التسجيلة:
Speeches/Meeting Papers
Reports - Research

معلومة اضافية
- Peer Reviewed:
  N
- المصدر:
  8
- Education Level:
  Elementary Education
- الموضوع:
  Case Studies; Teacher Competencies; Knowledge Level; Knowledge Base for Teaching; Beliefs; Achievement Gains; Mathematical Aptitude; Curriculum Implementation; Instructional Innovation; Lesson Observation Criteria; Questionnaires; Semi Structured Interviews; Fidelity; Teacher Student Relationship; Faculty Development; Attitude Change; Foreign Countries; Elementary School Teachers
- الموضوع:
  Australia
- نبذة مختصرة :
  As teaching is a cultural activity embedded in a unique context, professional development opportunities for teachers may be best placed amid the relevance of everyday classroom practice, and supported by an innovative curriculum. This progress paper reports on data collected as part of doctoral research studying the changes in mathematical knowledge and beliefs of three year 5/6 teachers as they implemented a four-week, innovative curriculum unit. Early analysis of the case of Year 5 teacher Mark pointed to reflection on the pivotal influence of teachers' stated and inferred beliefs about mathematics and mathematics teaching on classroom practice, and the vagaries of didactic contracts in a change environment.
- نبذة مختصرة :
  As Provided
- Number of References:
  26
- الموضوع:
  2017
- الرقم المعرف:
  ED572325

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