Elaborating a Change Process Model for Elementary Mathematics Teachers' Beliefs and Practices

Autor/inn/en	Smith, Stephanie Z.; Smith, Marvin E.; Williams, Steven R.
Titel	Elaborating a Change Process Model for Elementary Mathematics Teachers' Beliefs and Practices
Quelle	In: Current Issues in Education, 8 (2005) 19, (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1099-839X
Schlagwörter	Mathematics Teachers; Elementary School Teachers; Teacher Attitudes; Mathematics Instruction; Teaching Methods; Beliefs; Educational Practices; Attitude Change; Case Studies; Models; Portfolio Assessment; Pretests Posttests; Learner Engagement; Teacher Education Programs + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Lehrerverhalten; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Bildungspraxis; Attitudinal change; Einstellungsänderung; Case study; Fallstudie; Case Study; Analogiemodell; Portfoliobeurteilung
Abstract	This report focuses on the processes of change in beliefs and practices experienced by practicing elementary school teachers during a sixteen-session course using two of the modules from the "Developing Mathematical Ideas" (DMI) materials. We identify a collection of six metaphors for knowing, learning, and teaching mathematics to succinctly describe and categorize teachers' beliefs. We present three case studies representing a continuum of change in beliefs observed among the participants of the DMI course. We relate this continuum both to the beliefs teachers brought to the course and to their degree of engagement in various components of a change process model. Using this model of change, we analyze the ways in which teachers expressed interest in change, problematized their beliefs, experimented with possible solutions, and reflected on experimental results leading to changes in beliefs and practices. The results of our analysis indicate that variations in change among participants can be explained by variations in their levels of engagement in particular elements of the change model by the learning activities of the DMI course. We found that those who showed greater interest in fundamental changes and/or more completely problematized traditional beliefs engaged more effectively in experimentation with alternative practices and, hence, made more substantial changes in their beliefs and practices. (Contains 2 figures and 3 tables.) (As Provided).
Anmerkungen	Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10