Primary School Mathematics Teacher Reflection through a Modelling-Based Professional Development Programme

Autor/in	Biccard, Piera
Titel	Primary School Mathematics Teacher Reflection through a Modelling-Based Professional Development Programme
Quelle	In: Africa Education Review, 15 (2018) 2, S.49-64 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Biccard, Piera)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1241672
Schlagwörter	Reflection; Mathematics Teachers; Elementary School Teachers; Faculty Development; Qualitative Research; Questionnaires; Mathematical Models; Mathematics Activities; Problem Solving; Teacher Education Programs; Teacher Improvement; Teacher Characteristics; Intervention; Participant Satisfaction; Training Methods; Foreign Countries; Observation; South Africa + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Qualitative Forschung; Fragebogen; Mathematical model; Mathematisches Modell; Problemlösen; Didaktik; Trainingsmaßnahme; Ausland; Beobachtung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article contributes to the discussion on mathematics teacher reflection. Reflection was included in a study of the didactisation practices of primary school mathematics teachers as one of nine didactisation practices. The study involved five volunteer primary school mathematics teachers. A qualitative design-research approach was designed which employed model-eliciting tasks to create new experiences for teachers. This article reports on the nature and development of mathematics teacher reflection. Teacher reflection was gauged at various times during the programme through written responses to open-ended reflective questionnaires. Teachers were involved in three types of sessions for a period of one year: 1) modelling sessions whereby they collaboratively solved a mathematical modelling task; 2) observing primary school students/learners solve the same problems; and 3) sessions discussing traditional and problem-centred teaching and learning. It was found that modelling tasks provided reflective platforms and a window to teacher resources, orientations and goals. It is recommended that further research into mathematics teacher reflection be conducted where teachers specifically implement modelling in their own classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01