Literaturnachweis - Detailanzeige
| Autor/inn/en | Davis, Brent; Towers, Jo; Chapman, Olive; Drefs, Michelle; Friesen, Sharon |
|---|---|
| Titel | Exploring the Relationship between Mathematics Teachers' Implicit Associations and Their Enacted Practices |
| Quelle | In: Journal of Mathematics Teacher Education, 23 (2020) 4, S.407-428 (22 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1386-4416 |
| DOI | 10.1007/s10857-019-09430-7 |
| Schlagwörter | Mathematics Instruction; Mathematics Teachers; Teaching Methods; Teacher Attitudes; Knowledge Level; Learning; Correlation; Association (Psychology); Figurative Language |
| Abstract | We examine the relationship between how teachers talk about teaching and their actual teaching practices. Analyses of their talk were based on extensive transcripts and writings and focused on metaphors and images invoked when discussing knowledge, learning, and teaching. Three distinct and coherent webs of association were identified, which we describe as "traditional," "reform," and "middling." For both traditional and reform teachers, preferred webs of association proved to be highly consistent with classroom practices. For teachers who tended to draw on the "middling" web, practices tended to vary dramatically, and habits of speaking appeared to be linked to frustrations with teaching. Implications for professional learning are discussed. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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