Taiwanese Teachers' Implementation of a New "Constructivist Mathematics Curriculum": How Cognitive and Affective Issues Are Addressed

Autor/inn/en	Chiu, Mei-Shiu; Whitebread, David
Titel	Taiwanese Teachers' Implementation of a New "Constructivist Mathematics Curriculum": How Cognitive and Affective Issues Are Addressed
Quelle	In: International Journal of Educational Development, 31 (2011) 2, S.196-206 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2010.06.014
Schlagwörter	Foreign Countries; Constructivism (Learning); Mathematics Curriculum; Grade 5; Mathematics Instruction; Affective Behavior; Curriculum Implementation; Elementary School Teachers; Teacher Attitudes; Instructional Innovation; Educational Development; Teaching Styles; Interviews; Observation; International Education; Taiwan + Suchen Sie Ihr Suchwort? Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Mathematics lessons; Mathematikunterricht; Affective disturbance; Active behaviour; Affektive Störung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Educational Innovation; Bildungsinnovation; Bildungsentwicklung; Lehrstil; Unterrichtsstil; Interviewing; Interviewtechnik; Beobachtung; Internationale Erziehung
Abstract	This paper aims to investigate the ways in which four Grade 5 teachers perceived and implemented a new constructivist mathematics curriculum, after all their past experience of traditional mathematics in Taiwan. The meaning and indicators of constructivist and traditional mathematics were explored and developed based on reviews of three countries' mathematics curricula and studies on mathematics teaching. Through interviews and classroom observations, teachers' practices were analyzed in these terms, separated into cognitive and affective aspects. The teachers were found to meet the new curriculum halfway, to address cognitive issues more effectively than affective ones, and to implement a common curriculum differently. The results support the need to analyze the teaching of mathematics in relation to affective as well as cognitive elements, and are discussed in relation to mathematics teaching internationally. (Contains 1 figure and 1 table.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10