Teachers' Perceptions of Examining Students' Thinking: Changing Mathematics Instructional Practice

Autor/in	Anderson-Pence, Katie L.
Titel	Teachers' Perceptions of Examining Students' Thinking: Changing Mathematics Instructional Practice
Quelle	In: Cogent Education, 2 (2015) 1, Artikel 1075329 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2015.1075329
Schlagwörter	Teacher Attitudes; Faculty Development; Elementary School Teachers; Elementary School Mathematics; Educational Change; Teaching Methods; Student Attitudes; Self Efficacy; Mixed Methods Research; Knowledge Level; Mathematics Instruction; Journal Writing; Reflection; Pretests Posttests; Surveys; Grade 5; Grade 6; Cognitive Processes; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Wissensbasis; Mathematics lessons; Mathematikunterricht; Zeitschriftenaufsatz; Survey; Umfrage; Befragung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Cognitive process; Kognitiver Prozess
Abstract	This paper seeks to illuminate teachers' perceptions of the challenges and benefits of systematically examining students' thinking as part of a professional development program in elementary mathematics education. Using a framework of models of conceptual change and principles of discomfort, three elementary teachers' perceptions of their experiences with reform-oriented mathematics instruction and systematically examining students' thinking were analyzed. Analysis of interview data yielded five organizing themes. Findings offer insight into understanding the efficacy of examining students' thinking as a professional development strategy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01