Teacher Focus, Beliefs, and Interpretations of Students' Mathematical Dispositions: Content Analysis of Think-Aloud Protocols Based on a Classroom Assessment.

Autor/in	Tittle, Carol Kehr
Titel	Teacher Focus, Beliefs, and Interpretations of Students' Mathematical Dispositions: Content Analysis of Think-Aloud Protocols Based on a Classroom Assessment.
Quelle	(1996), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beliefs; Case Studies; Comprehension; Content Analysis; Geometry; Mathematics; Problem Solving; Protocol Analysis; Research Methodology; Secondary Education; Student Attitudes; Student Reaction; Teacher Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Belief; Glaube; Case study; Fallstudie; Case Study; Verstehen; Verständnis; Inhaltsanalyse; Geometrie; Mathematik; Problemlösen; Research method; Forschungsmethode; Sekundarbereich; Schülerverhalten; Schülerkritik; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A content analysis was conducted of think-aloud protocols of a teacher who used the Mathematics Assessment Questionnaire (MAQ) to explore the mathematical dispositions of her students. The teacher used the MAQ four times over a 2-year period with geometry students at various levels. On the first occasion, the teacher used a direct instruction model, but she changed to an alternate self-regulatory model based on a student-centered classroom for the other three classes. In addition, a nonroutine geometry problem was used for the last two administrations. After each use of the questionnaire, the teacher talked aloud to researchers while reviewing the student responses. Levels of teacher understanding of student thoughts and feelings about mathematics word problems were coded according to the usually identified levels of understanding and to the types of explanation the teacher used. The case study thus provided the opportunity to explore the teacher's thoughts about her students' responses, particularly in the situation in which her new teaching approach and new type of problem were not well understood by students. The use of types of explanation categories allowed distinctions to be made among the think-aloud episodes that were more refined than those permitted by level or content focus categories alone. (Contains 4 figures and 22 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC