Changes in Teachers' Knowledge and Beliefs about Mathematics and Mathematics Teaching: A Case Study [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016).

Autor/inn/en	Lomas, Laurinda; Clarke, Doug
Titel	Changes in Teachers' Knowledge and Beliefs about Mathematics and Mathematics Teaching: A Case Study [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Teacher Competencies; Knowledge Level; Knowledge Base for Teaching; Beliefs; Achievement Gains; Mathematical Aptitude; Curriculum Implementation; Instructional Innovation; Lesson Observation Criteria; Questionnaires; Semi Structured Interviews; Fidelity; Teacher Student Relationship; Faculty Development; Attitude Change; Foreign Countries; Elementary School Teachers; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lehrkunst; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Belief; Glaube; Achievement gain; Leistungssteigerung; Educational Innovation; Bildungsinnovation; Unterrichtsmitschau; Fragebogen; Teacher student relationships; Lehrer-Schüler-Beziehung; Attitudinal change; Einstellungsänderung; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	As teaching is a cultural activity embedded in a unique context, professional development opportunities for teachers may be best placed amid the relevance of everyday classroom practice, and supported by an innovative curriculum. This progress paper reports on data collected as part of doctoral research studying the changes in mathematical knowledge and beliefs of three year 5/6 teachers as they implemented a four-week, innovative curriculum unit. Early analysis of the case of Year 5 teacher Mark pointed to reflection on the pivotal influence of teachers' stated and inferred beliefs about mathematics and mathematics teaching on classroom practice, and the vagaries of didactic contracts in a change environment. (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: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01