Shifting Teacher Practices in Relation to Grouping: Gap Gazing or Strengths Focused Approaches

Autor/inn/en	Fitzgerald, Louise; Hunter, Jodie; Hunter, Roberta
Titel	Shifting Teacher Practices in Relation to Grouping: Gap Gazing or Strengths Focused Approaches
Quelle	In: Mathematics Teacher Education and Development, 23 (2021) 3, S.97-110 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Foreign Countries; Individualized Instruction; Mathematics Instruction; Ability Grouping; Mathematics Teachers; Teacher Attitudes; Attitude Change; Barriers; Beliefs; Faculty Development; Pedagogical Content Knowledge; Teacher Role; Mathematics Achievement; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Individualisierender Unterricht; Mathematics lessons; Mathematikunterricht; Homogene Gruppierung; Niveaugruppierung; Streaming; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Belief; Glaube; Pädagogische Kompetenz; Lehrerrolle; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Neuseeland
Abstract	Both in New Zealand and internationally, there has been a focus on the use of differentiation in mathematics instruction to raise achievement levels and provide equitable outcomes. New Zealand has a long history of the use of ability grouping to provide differentiation. Recently, this practice has been challenged in a large scale professional learning and development (PLD) initiative entitled Developing Mathematical Inquiry Communities (DMIC) which focuses on shifting to strength-based, capability focused heterogeneous grouping practices. This article draws on a case study of five teachers involved in the DMIC PLD initiative to examine the enabling factors and barriers to shifting teacher beliefs in relation to mathematical ability grouping. The findings indicate the persistence of teacher beliefs related to fixed ability levels in mathematics. Assessment practices focusing on narrow domains in regard to success in mathematics appeared to act as a barrier to changing teacher beliefs. In contrast, a focus on strengths that students brought to a mathematical task and collaborative group-work appeared to be a key enabling factor to change in teacher beliefs and practices. A key implication of the article is that changes to assessment practices are required alongside changes to pedagogical practices to support teachers to move from gap gazing to recognising multiple strengths in the mathematics classroom. (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