A comparison of Hungarian and English teachers' conceptions of mathematics and its teaching |
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| Authors: | Paul Andrews Gillian Hatch |
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| Institution: | (1) University of Cambridge Faculty of Education, 17 Trumpington Street, Cambridge, CB2 1QA, UK;(2) Manchester Metropolitan University Institute of Education, UK |
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| Abstract: | This paper reports on a statistical study of English and Hungarian teachers' conceptions of mathematics and its teaching.
A questionnaire was developed and distributed to teachers of mathematics in 200 English and40 Hungarian schools teaching children
in the 11–14 age range. Factor analyses identified four conceptions of mathematics and five of mathematics teaching. These
were compared with those yielded by an earlier study involving the same English teachers and found to be consistent indicating
the existence of similar conceptions in different educational systems. Differences and similarities in the strengths with
which those conceptions are held were suggestive of both global and national conceptual traditions. The significant similarity
to emerge concerned teachers from both countries sharing, with similar strengths, a general conception of mathematics teaching
incorporating the teaching of mathematical skills, a variety of classroom approaches including investigations and problem-solving,
and a recognition that mathematics provides an essential lifetool. Multi-dimensional scaling indicated that English teachers
have their perspectives informed by two underlying, and possibly conflicting, traditions– pedagogic relevance and mathematical
utility. The Hungarians appeared concerned only with notions of pedagogic relevance – those practices perceived to facilitate
effective learning of a subject which is untainted by utilitarian perspectives.
This revised version was published online in July 2006 with corrections to the Cover Date. |
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