The Effectiveness of an Inservice Program for Implementing an Activity Approach to Learning Mathematics in the Elementary School.

Autor/in	McLeod, Douglas B.
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	The Effectiveness of an Inservice Program for Implementing an Activity Approach to Learning Mathematics in the Elementary School.
Quelle	(1972), (194 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum; Doctoral Dissertations; Elementary School Mathematics; Elementary School Teachers; Inservice Teacher Education; Instruction; Mathematics Education; Objectives; Research + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerfortbildung; Teaching process; Unterrichtsprozess; Mathematische Bildung; Goal definition; Zielsetzung; Forschung
Abstract	The purpose was to determine the effectiveness of an inservice program designed to help elementary school teachers implement an activity approach to learning mathematics in their classroom using Developing Mathematical Processes (DMP). Thirty-eight kindergarten and first grade teachers participated. The success of the inservice program was judged by comparing the teachers' performance on 24 objectives with performance criteria based on the results of an assessment of the behaviors of successful experienced DMP teachers. Results showed that the teachers exceeded the criterion levels on 13 of the objectives; it was found also that teacher performance did not seem to be related to teacher characteristics such as age, experience, or professional activities. Behaviors for which teachers did not reach criterion levels included asking probing questions, describing the mathematical processes emphasized by DMP, and managing instruction to provide for individual differences. Seventy-six percent of the teachers were judged to have done an adequate job of implementing an activity approach. (Author/DT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC