Explanations of attitudes to change: Colombian mathematics teachers’ conceptions of the crucial determinants of their teaching practices of beginning algebra |
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| Authors: | Cecilia Agudelo-Valderrama Barbara Clarke and Alan J Bishop |
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| Institution: | (1) Faculty of Education, Monash University, Melbourne, Victoria, 3168, Australia |
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| Abstract: | This article arises from a study whose overall purpose was to investigate the relationship between Colombian mathematics teachers’
conceptions of beginning algebra and their conceptions of their own teaching practices. The teachers’ understandings of their teaching practices were explored with a view to unravelling their
conceptions of change in their teaching. Focusing on the perspectives of teachers afforded opportunities that exposed the
powerful role that the teachers’ conceptions of social/institutional factors of teaching played in their conceptions of their
practices. The degree to which the teachers attributed these (external) factors as crucial reasons for what they do in their
teaching was the basis of a categorisation of their conceptions of the crucial determinants of their teaching practices into
three types. The findings are particularly relevant to our understanding of the stability of mathematics teaching approaches
in the Colombian context but have likely implications for a range of international education contexts. Specific implications
for the development of the research into teachers’ conceptions of mathematics and its teaching, and for teacher education
programmes are presented.
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| Keywords: | Mathematics teachers’ attitudes beliefs conceptions practices possibilities and barriers of teacher change school algebra teaching |
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