Alignment, cohesion, and change: Examining mathematics teachers' belief structures and their influence on instructional practices
Alignment, cohesion, and change: Examining mathematics teachers' belief structures and their influence on instructional practices
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DOI：
10.1007/s10857-009-9120-5
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发表时间：
2009-10-01
影响因子：
2.1
通讯作者：
Cross, Dionne I.
中科院分区：
文献类型：
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作者：
Cross, Dionne I.
这项集体案例研究报告了对数学教师信念与课堂实践之间关系的调查，即他们如何组织课堂活动，与学生互动并评估学生的学习。此外，这项研究还研究了面对纳入面向改革的课堂材料和教学策略的努力，研究了他们的信念的普遍性。参与者是九年级代数的五个高中老师，在他们的教学生涯中的不同阶段。对数据的定性分析表明，一般信念对教师的日常教学决策非常有影响力，并且他们对数学本质的信念是他们对教育和学生学习的信念的主要来源。分析的发现与该领域的先前研究一致，这些研究揭示了这些构造之间的明确关系。此外，结果为数学教育界提供了有用的见解，因为它显示了内幕教师信仰之间的多样性（以假设的信念模型呈现），关于数学的性质对信仰结构的性质的作用和影响教师设计了他们的教学实践来反映这些信念。本文最后讨论了教师教育的影响。
This collective case study reports on an investigation into the relationship between mathematics teachers' beliefs and their classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their students' learning. Additionally, the study examined the pervasiveness of their beliefs in the face of efforts to incorporate reform-oriented classroom materials and instructional strategies. The participants were five high school teachers of ninth-grade algebra at different stages in their teaching career. The qualitative analysis of the data revealed that in general beliefs were very influential on the teachers' daily pedagogical decisions and that their beliefs about the nature of mathematics served as a primary source of their beliefs about pedagogy and student learning. Findings from the analysis concur with previous studies in this area that reveal a clear relationship between these constructs. In addition, the results provide useful insights for the mathematics education community as it shows the diversity among the inservice teachers' beliefs (presented as hypothesized belief models), the role and influence of beliefs about the nature of mathematics on the belief structure and how the teachers designed their instructional practices to reflect these beliefs. The article concludes with a discussion of implications of teacher education.