Concrete Materials in Primary Classrooms: Teachers' Beliefs and Practices about How and Why They Are Used

Autor/in	Quigley, Maria Therese
Titel	Concrete Materials in Primary Classrooms: Teachers' Beliefs and Practices about How and Why They Are Used
Quelle	In: Mathematics Teacher Education and Development, 23 (2021) 2, S.59-78 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Elementary School Teachers; Teacher Attitudes; Classroom Techniques; Mathematics Instruction; Instructional Effectiveness; Manipulative Materials; Concept Teaching; Concept Formation; Number Concepts; Algebra; Abstract Reasoning; Thinking Skills; Constructivism (Learning); Learner Engagement; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Klassenführung; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Hilfsmittel; Concept learning; Begriffsbildung; Number concept; Zahlbegriff; Abstraktes Denken; Denken; Denkfähigkeit; Ausland; Australien
Abstract	A study was conducted to explore the beliefs and practices of 49 New South Wales (NSW) primary school teachers regarding their beliefs and practices concerning the use of concrete materials in the learning and teaching of Number and Algebra. This paper reports on elements of the study regarding why and how teachers use concrete materials. Not only do teacher beliefs influence their classroom practice, Buehl and Beck (2014) propose that teacher practices may impact teacher beliefs suggesting they are interrelated. This paper sought to situate teacher beliefs and practices upon a conceptualisation of this interrelationship based on aspects of classroom practice involving concrete materials. The study employed survey methodology utilising a questionnaire and semi-structured interviews to gather data that were analysed to identify key themes regarding teachers' prevailing beliefs about the use of concrete materials. These themes included a belief in a social constructivist approach to learning and teaching mathematics, a cognitive dimension and engagement. On the basis of these findings an overview is suggested that positions teacher beliefs and practices relating to the use of concrete materials and how it might be used to shift inservice and preservice teachers' beliefs towards a more constructivist teaching approach. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: https://mted.merga.net.au/index.php/mted/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01