Teachers' Conceptions of Mathematical Word Problems: A Basis for Professional Development [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p197-194.

Autor/in	Chapman, Olive
Titel	Teachers' Conceptions of Mathematical Word Problems: A Basis for Professional Development [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p197-194.
Quelle	2 (2003), S.197-194 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teachers; Teacher Effectiveness; Word Problems (Mathematics); Mathematics Teachers; Elementary School Teachers; Secondary School Teachers; Phenomenology; Faculty Development; Teacher Attitudes; Correlation; Knowledge Base for Teaching; Interviews; Observation; Computation; Teaching Methods + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Textaufgabe; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Korrelation; Teaching theory; Theory of teaching; Unterrichtstheorie; Interviewing; Interviewtechnik; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper reports on a study of mathematics teachers' thinking in the teaching of contextual or word problems [WP] with particular focus on teachers' conceptions of WP and the relationship to teaching. The 20 participants included Grades 1-12 preservice and inservice teachers. Data consisted of interviews and classroom observations. The findings indicated 8 ways in which the teachers conceptualized WP, e.g., WP as object and experience, and a model of WP as a nesting of mathematics and social contexts. These conceptions played a significant role in framing their teaching of WP in terms of 4 teaching perspectives, including a paradigmatic and a phenomenological approach. Implications for teacher development based on the findings are also discussed. (Contains 2 figures.) [For complete proceedings, see ED500859.] (Author).
Anmerkungen	International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10