Saying versus doing: teachers' conceptions of creativity in elementary mathematics teaching.

Autor/inn/en	Lev-Zamir, Hana; Leikin, Roza
Titel	Saying versus doing: teachers' conceptions of creativity in elementary mathematics teaching.
Quelle	In: ZDM : mathematics education, 45 (2013) 2, S. 295-308 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-012-0464-4
Schlagwörter	Kreativität; Lehrer; Schüler; Mathematikunterricht; Konzeption
Abstract	The purpose of our study was to analyze teachers' conceptions of creativity in mathematics teaching (CIMT). We differentiated between declarative conceptions that are expressed in teachers' discourse about CIMT and conceptions-in-action that are expressed in teachers' lessons. Elementary and middle school mathematics teachers (grades 4-8) were individually interviewed and then welcomed/allowed the first author of this paper to observe their lessons which in their view exemplified CIMT. In this paper we focus on two study participants, named Healy and Debby, in order to demonstrate that while teachers' declarative conceptions seem to be very similar, their conceptions-in-action may differ dramatically. To explain this phenomenon we use a model of teachers' conceptions of creativity devised earlier in this study [H. Lev-Zamir and R. Leikin, "Creative mathematics teaching in the eye of the beholder: focusing on teachers' comceptions", Res. Math. Educ. 13, 17-32 (2011)]. The distribution of teachers' declarative conceptions, between those of a pedagogical and mathematical nature and those of a teacher-directed and student-directed nature, appears to be central when explaining the gap between declarative conceptions and conceptions-in-action. Additionally, we demonstrate that the model has not only descriptive but also explanatory and predictive power.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2013/4