Analysing the Relationship between the Problem-Solving-Related Beliefs, Competence and Teaching of Three Cypriot Primary Teachers

Autor/inn/en	Andrews, Paul; Xenofontos, Constantinos
Titel	Analysing the Relationship between the Problem-Solving-Related Beliefs, Competence and Teaching of Three Cypriot Primary Teachers
Quelle	In: Journal of Mathematics Teacher Education, 18 (2015) 4, S.299-325 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-014-9287-2
Schlagwörter	Foreign Countries; Problem Solving; Teacher Competencies; Elementary School Teachers; Semi Structured Interviews; Mathematics Instruction; Competence; Self Esteem; Geometry; Observation; Grade 6; Beliefs; Teaching Skills; Cyprus + Suchen Sie Ihr Suchwort? Ausland; Problemlösen; Lehrkunst; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Kompetenz; Self-esteem; Selbstaufmerksamkeit; Geometrie; Beobachtung; School year 06; 6. Schuljahr; Schuljahr 06; Belief; Glaube; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Zypern
Abstract	In this article, we analyse the problem-solving-related beliefs, competence and classroom practice of three Cypriot upper-primary teachers. Data derived from semi-structured interviews focused on teachers' beliefs about the nature of mathematical problems, problem-solving, and their competence as both problem-solvers and teachers of problem-solving; clinical interviews during which teachers solved a context-free geometrical problem, and observations of a lesson during which teachers introduced that problem to students of grade six. Analyses, structured by a framework derived from key problem-solving literature, indicated firstly, that the framework was an effective tool, sensitive to variation within and across the data from teachers, and secondly, that all participants, in largely explicable ways, exhibited consistency and inconsistency in the ways in which their beliefs, competence and practice interacted. Some implications for further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01