Tracking Ways of Coming to Know with the Shifting Role of Teachers and Peers: An Adult Mathematics Classroom.

Autor/in	Brew, Christine R.
Titel	Tracking Ways of Coming to Know with the Shifting Role of Teachers and Peers: An Adult Mathematics Classroom.
Quelle	(2001), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Basic Education; Adult Students; Attitude Change; Case Studies; Cognitive Development; Cognitive Structures; Educational Attitudes; Epistemology; Learning Processes; Mathematical Aptitude; Mathematics Anxiety; Models; Numeracy; Peer Teaching; Problem Solving; Science Education; Student Role; Teacher Role; Teacher Student Relationship; Womens Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Attitudinal change; Einstellungsänderung; Case study; Fallstudie; Case Study; Kognitive Entwicklung; Cognitive structure; Kognitive Struktur; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Erkenntnistheorie; Learning process; Lernprozess; Analogiemodell; Rechenkompetenz; Peer group teaching; Peer Group Teaching; Problemlösen; Naturwissenschaftliche Bildung; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; 'Women''s education'; Frauenbildung
Abstract	Epistemological perspectives are the ways students interpret or make meaning of their educational experience. Research has stressed the need to develop strategies to counter traditional mathematics pedagogy and epistemology because they have alienated many girls and women. An integrated framework of two cognitive developmental models describe these ways that women have of viewing reality: (1) Silence produces a sense of feeling dumb; (2) Absolute Knowledge replicates the knowledge of authorities; (3) Subjective Knowers have a need for personal understanding; (4) Transitional Knowers accept multiple perspectives; (5) Independent Knowers value diverse methods; (6) Procedural Knowers use systematic analysis; and (7) Contextual and Constructed Knowers have an authentic voice. Each one of these relates to a particular role of the teacher and peers. Interviews with adult full-time women's-only technical and further education mathematics students were conducted after three weeks and at the end of the class and show how different experiences of peers and the teacher in the same class are viewed through an epistemological lens. One student came into the class with a Silent perspective, but by the end of class was a Subjective Knower. The second student was an Absolute Knower but left the class having shifted towards being a Transitional Knower. (Contains 19 references.)(SLR)
Anmerkungen	Peppercorn Press, P.O. Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). Tel: 877-574-1634 (Toll Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC