Developing a Pedagogical Problem Solving View for Mathematics Teachers with Two Reflection Programs

Autor/in	Kramarski, Bracha
Titel	Developing a Pedagogical Problem Solving View for Mathematics Teachers with Two Reflection Programs
Quelle	In: International Electronic Journal of Elementary Education, 2 (2009) 1, S.137-153 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Foreign Countries; Reflection; Elementary School Teachers; Mathematics Teachers; Problem Solving; Teacher Attitudes; Faculty Development; Pedagogical Content Knowledge; Metacognition; Questioning Techniques; Self Control; Learning Strategies; Self Management; Teaching Methods; Measures (Individuals); Teacher Evaluation; Statistical Analysis; Workshops; Questionnaires; Multivariate Analysis; Israel + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Problemlösen; Lehrerverhalten; Pädagogische Kompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Befragungstechnik; Fragetechnik; Selbstbeherrschung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstmanagement; Teaching method; Lehrmethode; Unterrichtsmethode; Messdaten; Teacher appraisal; Lehrerbeurteilung; Statistische Analyse; Lernwerkstatt; Schulung; Fragebogen; Multivariate Analyse
Abstract	The study investigated the effects of two reflection support programs on elementary school mathematics teachers' pedagogical problem solving view. Sixty-two teachers participated in a professional development program. Thirty teachers were assigned to the self-questioning (S_Q) training and thirty two teachers were assigned to the reflection discourse (R_D) training. The S_Q program was based on the IMPROVE self-questioning approach which emphasizes systematic discussion along the phases of mathematical or pedagogical problem solving as student and teacher. The R_D program emphasized discussion of standard based teaching and learning principles. Findings indicated that systematic reflection support (S_Q) is effective for developing mathematics PCK, and strengthening metacognitive knowledge of mathematics teachers, more than reflection discourse (R_D). No differences were found between the groups in developing beliefs about teaching mathematics in using problem solving view. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01