Mathematics is practice or argumentation: Mindset priming impacts principle- and procedure-orientation of teachers' explanations.

Autor/inn/en	Weinhuber, Mona; Lachner, Andreas; Leuders, Timo; Nückles, Matthias
Titel	Mathematics is practice or argumentation: Mindset priming impacts principle- and procedure-orientation of teachers' explanations. Gefälligkeitsübersetzung: Mathematik ist Praxis oder Argumentation: Die Denkweise wirkt sich auf die prinzipien- und verfahrensorientierte Ausrichtung der Erläuterungen der Lehrerinnen und Lehrer aus.
Quelle	In: Journal of experimental psychology. Applied, 25 (2019) 4, S. 618-646 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1076-898X; 1939-2192
DOI	10.1037/xap0000227
Schlagwörter	Kognitiver Prozess; Klassenraum; Lehrer; Referendar; Prozedurales Wissen; Lehren; Lehrmethode; Mathematik; Wissenschaft; Erfahrungsniveau
Abstract	In this article we introduce the notion of mindset as a situationally contingent perspective on teaching mathematics. Mindsets create a readiness to act intellectually in a particular manner. We propose that mindsets can explain teachers' inclination to adopt a procedure-oriented approach to teaching mathematics that is prevailing in many classrooms. To investigate the mindset hypothesis, we conducted 3 experiments. In Study 1 (N = 97), preservice mathematics teachers read 1 of 3 comics depicting common classroom scenarios. Results showed that the comics were comprehended as intended. In Study 2 (N = 62), preservice mathematics teachers were incidentally presented 1 of the comics as a prime. Subsequently, they drafted an explanation about an extremum problem. Preservice teachers primed with a math-club comic generated more principle-oriented and less procedure-oriented explanations, whereas preservice teachers primed with a math-test-prep or school-trip-planning comic generated more procedure-oriented and less principle-oriented explanations. Study 3 (N = 54) successfully replicated the main findings of Study 2 with experienced inservice teachers who were assumed to have developed automated routines in giving explanations. We conclude that the information the comics contained about the social practices surrounding mathematics triggered teachers' readiness to either include or omit principled or procedural information when drafting explanations. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3