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Dionne I. Cross 《Journal of Mathematics Teacher Education》2009,12(5):325-346
This collective case study reports on an investigation into the relationship between mathematics teachers’ beliefs and their
classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their
students’ learning. Additionally, the study examined the pervasiveness of their beliefs in the face of efforts to incorporate
reform-oriented classroom materials and instructional strategies. The participants were five high school teachers of ninth-grade
algebra at different stages in their teaching career. The qualitative analysis of the data revealed that in general beliefs
were very influential on the teachers’ daily pedagogical decisions and that their beliefs about the nature of mathematics
served as a primary source of their beliefs about pedagogy and student learning. Findings from the analysis concur with previous
studies in this area that reveal a clear relationship between these constructs. In addition, the results provide useful insights
for the mathematics education community as it shows the diversity among the inservice teachers’ beliefs (presented as hypothesized
belief models), the role and influence of beliefs about the nature of mathematics on the belief structure and how the teachers
designed their instructional practices to reflect these beliefs. The article concludes with a discussion of implications of
teacher education. 相似文献
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Elizabeth Todd Brown 《Journal of Early Childhood Teacher Education》2013,34(3):239-257
This was a correlational study conducted with a population of prekindergarten educators from a large, metropolitan school district. The purpose was to examine if there were relationships between and among early childhood teachers’ sense of self-efficacy, their beliefs about the importance of mathematics, and their mathematics instructional practices. Examining teachers’ efficacy and beliefs can inform educational practice and help to differentiate between more and less successful instructional practices when teaching mathematics in the early childhood classroom. 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 belief in mathematics as high as their efficacy. 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 may inform pre kindergarten teachers and teacher educators about effective instructional strategies and knowledge needed to launch early childhood students on a developmentally appropriate pathway to mathematical literacy. 相似文献
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The Interfacing of Preservice and Inservice Experiences of Reform-Based Teaching: A Longitudinal Study 总被引：1，自引：0，他引：1
Diana F. Steele 《Journal of Mathematics Teacher Education》2001,4(2):139-172
This article contrasts four elementary teachers who were graduates of a teacher education program that incorporated a reform-based
mathematics methods course. The report provides results from a four-year longitudinal study that extended from the time that
the participants were preservice teachers until the end of their second year of teaching. The article provides background
information of each teacher, vignettes from her teaching, excerpts from interviews, and an analysis of each teacher's case.
Results from the case studies indicate that two of the four teachers sustained their cognitively-based conceptions about mathematics
teaching and learning, and implemented these conceptions into practice. The analysis suggests that there were several factors
that influenced the teachers' conceptions and the choices they made in their teaching: personal commitment, professional strength,
curriculum, planning, assessment, beliefs, knowledge, and support from school administration. The article concludes with implications
for teaching and questions about the nature of what might be required in the beginning years of teaching if new teachers are
expected to implement reform-based mathematics teaching practices.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
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Despina Potari Barbara Georgiadou–Kabouridis 《Journal of Mathematics Teacher Education》2009,12(1):7-25
This article refers to a longitudinal case study of a primary school teacher over a period of 4 years. The focus is on the
development of the teacher’s beliefs regarding mathematics teaching and learning from the last year of her university studies
up to the third year of teaching mathematics in school. This development has been investigated within three different contexts,
which have been distinguished in terms of the kind of support provided to this teacher. Two dominant beliefs emerged which
have been traced through the period of the study from both the teacher’s reflections and actions. The first belief drew on
the idea that what was considered an easy mathematical task by an adult could also be easily understood by children, while
the second was that children learn mathematics through their actual involvement in a variety of teaching activities. The results
indicate the way that teacher’s experiences from her university studies, actual classroom practice and inservice education
interact and influence her beliefs and professional development. 相似文献
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Patricia E. Simmons Allen Emory Tim Carter Teresa Coker Brian Finnegan Denise Crockett Lon Richardson Robert Yager John Craven John Tillotson Herbert Brunkhorst Mark Twiest Kazi Hossain James Gallagher Don Duggan‐Haas Joyce Parker Fernando Cajas Qasim Alshannag Sheryl McGlamery Jerry Krockover Paul Adams Barbara Spector Tom LaPorta Bob James Kristin Rearden Kay Labuda 《科学教学研究杂志》1999,36(8):930-954
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教学的有效性是教育研究的一个核心议题,而相关的课堂教学研究大多基于间接性的课堂数据,使得教师效应长期处于"黑箱"状态。本研究利用OECD发布的全球教学洞察(GTI)视频研究对教师和学生的课堂行为进行的教学视频观测而生成的实证数据,聚焦中国上海的初中数学课堂,探析特定的教师课堂教学实践对其学生的学习兴趣、自我效能和成绩的影响。结果发现,社会情感支持和教学质量是描述上海数学课堂特征及差异的关键维度,且前者对学生的一般数学自我效能,后者对学生的数学兴趣都呈现出显著的积极影响。尽管教师的各类教学实践对学生的数学成绩没有直接的显著影响,但社会情感支持和教学质量可通过影响学生自我效能间接地显著作用于学生的学习成绩。 相似文献
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In this study, we examined the instructional coherence in a Chinese mathematics classroom by analyzing a sequence of four
videotaped lessons on the topic of fraction division. Our analysis focused on the characteristics of instructional coherence
both within and across individual lessons. A framework was developed to focus on lesson instruction in terms of its content
and process and the teacher's use of classroom discourse. The analyses of lesson instruction were further supplemented with
the analyses of teaching materials and interviews with the teacher. The findings go beyond previous studies that mainly focused
on a single lesson to provide further evidence about Chinese teachers' instructional practices and their possible impact on
students' learning. In particular, the teacher tried to help students build knowledge connections and coherence through lesson
instruction. Results also suggest that coherent curriculum and the teacher's perception of the knowledge coherence facilitated
the teacher's construction of coherent classroom instruction. 相似文献
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Maria L. Blanton Sarah B. Berenson Karen S. Norwood 《Journal of Mathematics Teacher Education》2001,4(3):177-204
Our investigation explored a pedagogy for supervision through a case study of one prospective middle school mathematics teacher
during her student teaching semester. Classroom observations by the university supervisor, teaching episode interviews between
the supervisor and student teacher, and focused journal reflections by the student teacher were coordinated to challenge the
student teacher's existing models of teaching. The emerging pedagogy of the teaching episodes, a central focus of this study,
was characterized by (a)the use of open-ended questions that centered the student teacher in the process of sense making;
(b) a shift away from the supervisor's direct, authoritative evaluations of the student teacher's practice; (c) a sustained
focus throughout supervision derived from the student teacher's classroom experiences; and(d) an effort to maintain sensitivity
to the student teacher's zone of proximal development. We found our approach to be coincident with the notion of instructional conversation (IC)advanced by Gallimore and Goldenberg (1992).The nature of the teaching episodes seemed to open the student teacher's
zone of proximal development so that her practice of teaching could be mediated with the assistance of a more knowing other.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
10.
The mathematics classroom in Beijing,Hong Kong and London 总被引：3，自引：0，他引：3
F. K. S. Leung 《Educational Studies in Mathematics》1995,29(4):297-325
This paper reports a classroom observation study which intends to characterise the instructional practices in junior secondary mathematics classrooms in Beijing, Hong Kong and London, focusing on the different cultural beliefs pertaining to mathematics and mathematics teaching and learning between the Chinese and Western cultures. The results show that there are striking differences in classroom practices between the three places, and the differences seem to be related to the differences in attitudes towards mathematics and mathematics teaching and learning. The findings point to the potential of the cultural perspective in interpreting results of comparative curriculum studies. 相似文献
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Early Childhood Teachers' Curriculum Beliefs: Are They Consistent With Observed Classroom Practices?
Research Findings: This study examined the consistency between early childhood teachers' self-reported curriculum beliefs and observations of their actual interactive behaviors with children in classrooms. Also tested was the hypothesized moderation by teacher and classroom characteristics of the association between beliefs and practices. A total of 58 preschool teachers completed a survey describing their professional backgrounds and curriculum beliefs. Their classroom practices were observed using a newly developed instrument that documented teacher interactions with children. Most teachers in this sample strongly endorsed child-initiated learning beliefs, although their beliefs about teacher-directed learning varied considerably. The most frequently observed teacher behaviors in the classroom were giving directions to children, responding to children's initiations, and engaging in non-interactive classroom management activities. Overall, teachers' curriculum beliefs and observed classroom practices were weakly correlated. However, there were moderation effects. Stronger congruence between teacher-directed learning beliefs and observed teaching behaviors was found among teachers who had more professional training and more years of teaching experience. Practice or Policy: These results support the importance of early childhood teacher professional development. They suggest that teacher preparation and professional development programs should focus on the intellectual transformation between teacher knowledge and teacher practice, promoting both aspects of development. 相似文献
12.
采用半结构式访谈和问卷调查深入探讨了1位专家型数学教师的数学观,数学学习观和数学教学观及其相关影响因素。本研究发现该专家型数学教师主要认为:(1)数学是培养学生思维和数学能力的载体,是源于生活和用于生活的,是学生学习、考试的一个科目;(2)学习数学需一定天赋,学生自主参与、归纳总结是数学学习最佳的方式,数学思维和分析解决问题的能力是学生数学学习的主要部分和应达到的水平之一;(3)数学教学的目标在于培养学生的数学思维、分析解决问题的能力,成功的数学教学应注重学生的参与和课后落实。中国传统文化、数学教育传统、新课程理念以及教师的工作环境等都对其观念系统有一定的影响。 相似文献
13.
Cindy Jong 《The Journal of educational research》2016,109(3):296-310
Novice teachers often have difficulty transferring what they learn in teacher education programs to classroom practice. This is especially true for elementary school teachers who are expected to teach mathematics with reform-oriented methods. The purpose of this longitudinal case study was to examine the experience of one novice elementary school teacher over a 3-year period, and understand the factors that supported her to enact a reform-oriented practice in mathematics as she transitioned from being a preservice to inservice teacher. Influential mathematics education models, her commitment to learning, and school-based contexts affected her teaching identity and practices. To conclude, an argument is made for teacher education experiences to explicitly address mathematics teacher identity to support the enactment of reform-oriented practices. 相似文献
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导学式教学法强调以学生为中心,打破传统教师"填鸭式"的教学模式,符合新课程改革的要求,对于提高小学生的学习积极性和教学质量具有重要作用。小学数学教师要逐步应用导学式教学法,激发小学生的学习动力,丰富数学资源和课堂互动环节,在潜移默化中培养小学生良好的学习能力和终身学习习惯。 相似文献
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ULLA RUNESSON 《欧洲师范教育杂志》1997,20(2):161-169
In order to adapt teacher education to new demands in mathematics classrooms, it is necessary to change the courses in mathematics at the university. Teachers’ beliefs about mathematics, learning and teaching has great impact on their teaching. At the University of Göteborg, a co‐operative project has been conducted in order to design a programme based on problem solving in courses taken by prospective Comprehensive School teachers (grade 4‐‐9). The main purpose of the project has been to make student teachers more reflective about mathematics as such, about learning and teaching. Another purpose of the project has been to use a teaching method in a university course‐‐a method which could be applied in a school classroom. The student teachers have worked co‐operatively in small groups of 3‐4 students and the educators role has been that of a facilitator. A preliminary evaluation indicates that student teachers have developed an insight into the complexity of learning and teaching, even though there are variations in this respect. However they still have difficulties in applying the method to teaching mathematics at school. 相似文献
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Stimulated recall — An effective methodology for examining successful teaching in science 总被引：1，自引：0，他引：1
Previous research by the authors (Meade, McMeniman, Wilson, Kanes and Davey, 1991) indicated the effectiveness of the stimulated recall (SR) methodology for examining the knowledge bases underlying the classroom actions of effective teachers in secondary mathematics and science. This study investigates more fully the robustness of the SR technique with special reference to: (i) making explicit the implicit theories of teaching; and (ii) the ways in which teachers construe effective teaching and learning. It probes the teaching practices of one effective high school science teacher, and compares the findings to another such teacher from the 1991 study. The conclusions made are that despite its labour intensive and time consuming nature, SR is a useful methodology for gaining profound insight into the implicit theories and beliefs of teachers, and the relationship between beliefs and actions. In particular, these theories and beliefs mainly concentrate on general pedagogical knowledge and pedagogical content knowledge. 相似文献
17.
Okhee Lee 《科学教学研究杂志》1995,32(4):423-440
This study examined the interrelationships among three major components of classroom teaching: subject matter content knowledge, classroom management, and instructional practices. The study involved two middle school science classes of different achievement levels taught by the same female teacher. The teacher held an undergraduate degree with a major in social studies and a minor in mathematics and science from an elementary teacher education program. The findings indicated that the teacher's limited knowledge of science content and her strict classroom order resulted in heavy dependence on the textbook and students' individual activities (e.g., seatwork) and avoidance of whole-class activities (e.g., discussion) similarly in both classes. Implications for educational practices and further research are discussed. 相似文献
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Literacy in the Science Classroom Project was a three-year professional development (PD) program supporting minority-language secondary teachers’ use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted in different classrooms. We also wanted to identify the challenges and enablers to implementing these literacy strategies and practices at the classroom, school, and district levels. Data collection involved both qualitative and quantitative methodologies: student questionnaires; interviews with teachers, principals, and mentor; and focus groups with students. The findings suggest that the program had an impact on beliefs and practices commensurate with the workshop participation of individual teachers. These language-enhanced teacher practices also had a positive impact on the use of talking, reading and writing by students in the science classroom. Finally, continuing PD support may be needed in certain jurisdictions for strengthening minority-language programs given the high teacher mobility in content-area classrooms evident in this study. 相似文献
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刘岩 《鞍山师范学院学报》2006,8(3):72-75
课堂是实施学校培养目标的主战场,课堂教学的好坏直接关系到人才培养的质量,教师是影响课堂教学质量的重要因素。目前,在课堂教学中普遍存在的所谓低效劳动、无效劳动与课堂上大量充斥的教师问题行为密切相关,改善教师课堂问题行为的关键之一是重塑教师文化。 相似文献
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Special education and subject teachers’ self‐perceived readiness to teach mathematics to low‐performing middle school students 
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下载免费PDF全文 Ulrika Ekstam Johan Korhonen Karin Linnanmäki Pirjo Aunio 《Journal of Research in Special Educational Needs》2018,18(1):59-69
Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers’ readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers’ efficacy beliefs. Today, basic competence in mathematics is more important than ever for managing routine day‐to‐day activities and therefore, identifying and educationally supporting students with low performance in mathematics is necessary. The aim of the study was to investigate the perceived teacher efficacy beliefs of special education and mathematics teachers when teaching mathematics to low‐performing middle school students. Results indicated that special education teachers had higher teacher efficacy beliefs than mathematics teachers. Teacher experience, certification or gender had no effect on teachers’ efficacy beliefs. Furthermore, subject teachers reported high pedagogical knowledge for teaching low‐performing students, and special education teachers reported having moderate mathematical subject knowledge. 相似文献