Mathematics Teacher Tension
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Mathematics Teacher Tension
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Author : Annette Rouleau
language : en
Publisher:
Release Date : 2020
Mathematics Teacher Tension written by Annette Rouleau and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with categories.
While much research is devoted to what it is teachers do, there is far less known about why teachers do the things they do. This is particularly true in the area of mathematics teacher change where, despite an abundance of literature on ways to think about and facilitate change in mathematics teaching practice, a lack of meaningful change in practice is an ongoing concern. This dissertation explores this gap through a qualitative analysis of tension experienced by fourteen teachers engaged in implementing change in their mathematics practice. Viewing teachers as tension managers whose actions are shaped by an undercurrent of uncertainty, offers insight into the 'why' behind their actions; it allows for a focus on the process of change in practice, rather than the product. The study uses theoretical constructs of teacher change and teacher agency to position teachers as arbiters of change, responsible for their own growth. Using a hermeneutic phenomenology approach, data collection was conducted in three distinct phases and comprised interviews with, written reflections by, and classroom observations of, groups of teachers at various stages of change. Using a form of emergent coding, data was first analysed for contexts which held potential for change. These were then re-examined for tension using emotion and hedging as indicators of uncertainty. The results indicate that teachers experience internal and external tension that can both trigger and impede meaningful change in mathematics teaching practice. This is dependent not only on the context, but also on the quality of tension, as two types (useful tension and productive tension) are identified and explored for their potential to impact change. Furthermore, the data supports the view that managing tension in change is an agential response. Two management strategies are articulated: living with tension and resolving tension. Finally, the presence of unacknowledged virtual tension was hypothesized as an impediment to the achievement of meaningful change.
Problem Solving In Mathematics Instruction And Teacher Professional Development
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Author : Patricio Felmer
language : en
Publisher: Springer Nature
Release Date : 2019-11-22
Problem Solving In Mathematics Instruction And Teacher Professional Development written by Patricio Felmer and has been published by Springer Nature this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-11-22 with Education categories.
Recent research in problem solving has shifted its focus to actual classroom implementation and what is really going on during problem solving when it is used regularly in classroom. This book seeks to stay on top of that trend by approaching diverse aspects of current problem solving research, covering three broad themes. Firstly, it explores the role of teachers in problem-solving classrooms and their professional development, moving onto—secondly—the role of students when solving problems, with particular consideration of factors like group work, discussion, role of students in discussions and the effect of students’ engagement on their self-perception and their view of mathematics. Finally, the book considers the question of problem solving in mathematics instruction as it overlaps with problem design, problem-solving situations, and actual classroom implementation. The volume brings together diverse contributors from a variety of countries and with wide and varied experiences, combining the voices of leading and developing researchers. The book will be of interest to any reader keeping on the frontiers of research in problem solving, more specifically researchers and graduate students in mathematics education, researchers in problem solving, as well as teachers and practitioners.
Views And Beliefs In Mathematics Education
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Author : Benjamin Rott
language : en
Publisher: Springer
Release Date : 2018-12-14
Views And Beliefs In Mathematics Education written by Benjamin Rott and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-12-14 with Education categories.
The book is made up of 21 chapters from 25 presentations at the 23rd MAVI conference in Essen, which featured Alan Schoenfeld as keynote speaker. Of major interest to MAVI participants is the relationship between teachers’ professed beliefs and classroom practice. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers’ views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. The focus of the second section in this book deals with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. The third section of this book centers on the undercurrents of teaching and learning mathematics, what rises in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research. In this section, papers discuss attitudes towards assessment.
Adding Math Subtracting Tension
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Author : Frances Stern
language : en
Publisher:
Release Date : 2012-10-30
Adding Math Subtracting Tension written by Frances Stern and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-10-30 with Mathematics categories.
How can I really help my kid with math? Not just with tonight's math homework, but for life? Homework of any kind can be a headache for parents, caregivers, and children, and for most, math homework is the greatest source of tension. Your child's questions about math homework may have already caused you to ask questions like, ""What if I don't know the math myself?"" Adding Math, Subtracting Tension is designed to help you develop a relationship with your child that includes math in a fun and approachable manner while strengthening your child's understanding of this critical subject. This book shows parents and caregivers how to use enjoyable, family-centred activities to complement school math lessons and incorporate learning into daily life. It is filled with age-appropriate material on the topics that students will encounter in grades 3-5, including chapters on multiplication, division, geometry, fractions, decimals, and much more.
Transforming Mathematics Teacher Education
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Author : Tonya Gau Bartell
language : en
Publisher: Springer
Release Date : 2019-08-01
Transforming Mathematics Teacher Education written by Tonya Gau Bartell and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-08-01 with Education categories.
This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children’s mathematical thinking, and community and family knowledge in mathematics instruction – or what we have come to call children’s multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity. Much of the work involved in the TEACH Math project included the development of three instructional modules for preK-8 mathematics methods courses to support the project’s goals. These activities were used and refined over eight semesters, and in Fall 2014 shared at a dissemination conference with other mathematics teacher educators from a variety of universities across the United States. Chapter contributions represent diverse program and geographical contexts and teach prospective and practicing teachers from a variety of socioeconomic and ethnic backgrounds, in particular providing accounts of supports, challenges, and tensions in implementing equity-based mathematics teacher education. The chapters supply rich evidence and illustrative examples of how other mathematics teacher educators and professional developers might make the modules work for their unique practices, courses, workshops, and prospective teachers/teachers. It promises to be an important resource for offering guidance and examples to those working with prospective teachers of mathematics who want to create positive, culturally responsive, and equity-based mathematics experiences for our nation’s youth.
Teaching And Learning In Maths Classrooms
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Author : Chiara Andrà
language : en
Publisher: Springer
Release Date : 2017-05-03
Teaching And Learning In Maths Classrooms written by Chiara Andrà and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-05-03 with Education categories.
The book presents a selection of the most relevant talks given at the 21st MAVI conference, held at the Politecnico di Milano. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers’ views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. Of major interest to MAVI participants is the relationship between teachers’ professed beliefs and classroom practice, aspects that provide the focus of the second section. Three papers deal with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. In turn, the book’s third section centers on the undercurrents of teaching and learning mathematics, which can surface in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research, with a particular focus on attitudes towards assessment. The book offers a valuable resource for all teachers and researchers working in this area.
Investigating Mathematics Teaching
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Author : Barbara Jaworski
language : en
Publisher: Routledge
Release Date : 2002-11-01
Investigating Mathematics Teaching written by Barbara Jaworski and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002-11-01 with Education categories.
Barbara Jaworski addresses a number of questions that are central to research on reform in mathematics education today. In this volume she attempts to chart critically yet honestly her own developing ideas as she undertakes a several-year-long enquiry into mathematics teaching and gives a very personal account of her developing conceptions, conjectures, thoughts and reflections. The author accounts for her research both genetically and biographically, simultaneously restructuring the development of her ideas and giving a rigorous, critical and reflective account.
Students And Teachers Values Attitudes Feelings And Beliefs In Mathematics Classrooms
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Author : Hanna Palmér
language : en
Publisher: Springer
Release Date : 2017-12-04
Students And Teachers Values Attitudes Feelings And Beliefs In Mathematics Classrooms written by Hanna Palmér and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-12-04 with Education categories.
This contributed volume is an exciting product of the 22nd MAVI conference, which presents cutting-edge research on affective issues in teaching and learning math. The teaching and learning of mathematics is highly dependent on students’ and teachers’ values, attitudes, feelings, beliefs and motivations towards mathematics and mathematics education. These peer-reviewed contributions provide critical insights through their theoretically and methodologically diverse analyses of relevant issues related to affective factors in teaching and learning math and offer new tools and strategies by which to evaluate affective factors in students’ and teachers’ mathematical activities in the classroom. Among the topics discussed: The relationship between proxies for learning and mathematically related beliefs. Teaching for entrepreneurial and mathematical competences. Prospective teachers’ conceptions of the concepts mean, median, and mode. Prospective teachers’ approach to reasoning and proof The impact of assessment on students’ experiences of mathematics. Through its thematic connections to teacher education, professional development, assessment, entrepreneurial competences, and reasoning and proof, Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms proves to be a valuable resource for educators, practitioners, and students for applications at primary, secondary, and university levels.
The Essential Guide To Secondary Mathematics
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Author : Colin Foster
language : en
Publisher: Routledge
Release Date : 2012-10-12
The Essential Guide To Secondary Mathematics written by Colin Foster and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-10-12 with Education categories.
Combining research-based theory with fresh, practical guidance for the classroom, The Essential Guide to Secondary Mathematics is a stimulating new resource for all student and practising teachers looking for new ideas and inspiration. With an emphasis on exciting your mathematical and pedagogical passions, it focuses on the dynamics of the classroom and the process of designing and using rich mathematical tasks. Written by a highly experienced mathematics teacher who understands the realities of the secondary classroom, this book combines insights from the latest research into mathematical learning with useful strategies and ideas for engaging teaching. The text is punctuated by frequent tasks, some mathematical and others more reflective, which are designed to encourage independent thinking. Key topics covered include: Preparing yourself: thinking about mathematics and pedagogy, taking care of your health and dealing with stress Different styles of learning and teaching mathematics Ideas for lessons: what does it take to turn an idea into a lesson? Tasks, timings and resources Equality and dealing positively with difference Mathematical starters, fillers and finishers: achieving variety The mathematical classroom community: seating layouts, displays and practical considerations Assessment: effective strategies for responding to learners‘ mathematics and writing reports. The Essential Guide to Secondary Mathematics will be a valuable resource both for beginning teachers interested in developing their understanding, and for experienced teachers looking to re-evaluate their practice. Aiming to develop all aspects of your mathematics teaching, this book will help you to devise, adapt and implement ideas for successful and enjoyable teaching and learning.
Learning To Redefine Good At Math
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Author : NICOLE L. LOUIE
language : en
Publisher:
Release Date : 2015
Learning To Redefine Good At Math written by NICOLE L. LOUIE and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with categories.
What does it mean to be "good at math"? Traditionally, schools have valued getting the right answer quickly--a perspective that excludes important aspects of mathematics, as well as many students. This multi-site case study investigates how teachers work together to redefine mathematics and mathematical competence. The study involved more than a year of ethnographic observations and interviews at two diverse urban high schools on the West Coast of the United States, where teachers expressed strong commitments to serving all students, especially students from non-dominant backgrounds. The dissertation tells a complex story of teacher learning, as viewed through the lenses of classroom instruction (Chapter 2), collegial conversation (Chapter 3), and the organization of teachers' professional support networks (Chapter 4). Drawing on scholarship that takes learning as a negotiation of meaning through engagement in social practices (Vygotsky, 1986; Wenger, 1998; Saxe, 2012), the dissertation examines the relationships between extra-local systems of meaning and moment-to-moment interactions. Extending beyond prior work, the dissertation elucidates the negotiation of intensely conflicting meanings--namely, culturally dominant definitions of mathematics as a discipline, students as learners, and teachers as professionals, and non-dominant definitions that attempt to expand both teachers' and students' opportunities to engage with rich, challenging, and rewarding learning experiences. In each of the contexts studied, navigating tensions between dominant, restrictive meanings and non-dominant, expansive meanings was a challenge for all of the teachers. Dominant discourses frame mathematical activity as consisting primarily of computation and memorization; mathematical ability as innate, fixed, and distributed along a bell-shaped curve; and the work of teaching as private, autonomous, and grounded in personal style and preference. In contrast, equity- and reform-oriented discourses frame mathematical activity as inclusive of a wide variety of skills and practices; position all students as capable learners; and position teachers as learners who benefit from ongoing collaboration and support. Dominant discourses are restrictive: they limit students' opportunities to learn rich mathematics and teachers' opportunities to negotiate equity- and reform-oriented shifts in their practice. But as teachers engage with non-dominant meanings that potentially expand learning opportunities, commonsense meanings do not simply disappear. Rather, they interact with non-dominant meanings in messy and complex ways that require careful study in order to understand how and what teachers learn. The theme of negotiating meaning is laid out in Chapter 1, with a discussion of the dissertation's underlying theoretical perspective. Research sites are introduced; the dissertation's structure is presented; and major findings and contributions are highlighted. Chapter 2, "(Re)Framing Mathematical Competence in Everyday Instruction: Struggles and Successes of Equity-Oriented Teachers," examines tensions and contradictions in teachers' classroom practice. It shows that despite the best intentions of the teachers in this study, many of their efforts to support all students position some students as capable of engaging with challenging mathematics and others as just the opposite. Conversely, teacher moves that are counterintuitive within dominant frames of teaching, employed by two of the teachers in the study, are shown to expand students' opportunities to develop positive mathematical identities. The chapter thus contributes to conversations about what equitable mathematics instruction looks like, while illuminating obstacles--cultural as well as technical--that teachers face as they attempt to enact classroom practices that support all students. Chapter 3, "Tensions in Equity- and Reform-Oriented Learning in Teachers' Collaborative Conversations," examines how collaborative conversations open up and close down opportunities for teachers to navigate the tensions between restrictive and expansive discourses of mathematical competence, through close analysis of a 9 1/2-minute segment of a routine meeting of mathematics teachers. Although the group appeared to be an ideal professional learning community in many ways, and the focal interaction and others like it were generative in a number of respects, teacher talk enacted both restrictive and expansive discourses. The existence of tensions between these discourses presented opportunities for the teachers to negotiate non-dominant meanings for themselves, i.e., to learn; but the ways that teachers framed their own collaborative work interfered with these opportunities. By highlighting conversational norms that impede collaborative learning, the chapter contributes to the field's understanding of the challenges of equity- and reform-oriented learning in teachers' professional communities. Ways of supporting teachers to negotiate expansive meanings are examined in Chapter 4, "Supporting Teachers' Equity-Oriented Learning and Identities: A Resource-Centered Perspective." The chapter investigates two cases of ongoing teacher engagement with non-dominant practice and two cases of relative disengagement, illustrating how various resources come together to support teachers' learning and identity development (or not). Four types of resources are found to be critical, and learning and identity processes are shown to intertwine in mutually informing ways as teachers interact with these different resources. In elucidating both challenges and supports associated with making sense of non-dominant meanings, this dissertation contributes to the field's understanding of equity- and reform-oriented teacher learning and why it is so difficult. It also points to ways that the contexts in which teachers work might be constructed to support their engagement with non-dominant, expansive meanings, so that they can support all of their students to engage with rich, challenging mathematics and to develop identities as powerful learners and doers of mathematics.