TWO CASES OF RAPID AND PROFOUND CHANGE IN MATHEMATICS TEACHERS' PRACTICE

被引：0

作者：

Liljedahl, Peter ^{[1
]}

机构：

[1] Simon Fraser Univ, Burnaby, BC V5A 1S6, Canada

来源：

PROCEEDINGS OF THE 36TH CONFERENCE OF THE INTERNATIONAL GROUP FOR PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL. 3: OPPORTUNITIES TO LEARN IN MATHEMATICS EDUCATION | 2012年

关键词：

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Change in mathematics teachers' practice is often characterized as something that takes time and sustained intervention. In this article, I present the results of research that highlights a different kind of change - a profound change that takes place very quickly. Based on the analysis of 42 cases of such rapid and profound change, I have produced a disaggregation of this phenomenon into five distinct mechanisms of change, each one rapid and profound - two of which are presented here. This disaggregation shows that not all changes, even when outwardly similar, are the same.

引用

页数：8

共 50 条

[1] Noticing rapid and profound mathematics teacher change
Liljedahl, Peter
JOURNAL OF MATHEMATICS TEACHER EDUCATION, 2010, 13 (05) : 411 - 423
[2] Mathematics Teachers' Use of Questions: Is There a Change of Practice after the Curriculum Change?
Delice, Ali
Aydin, Emin
Cevik, K. Seda
EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, 2013, 9 (04) : 417 - 427
[3] Mathematics Teachers' Knowledge, Networks, Practice, and Change in Instructional Visions
Munter, Charles
Wilhelm, Anne Garrison
JOURNAL OF TEACHER EDUCATION, 2021, 72 (03) : 342 - 354
[4] RAPID CHANGE IN PRACTICE AS A WINDOW INTO THE PROFESSIONAL GROWTH OF TEACHERS
Liljedahl, Peter
PME 33: PROCEEDINGS OF THE 33RD CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 1, 2009, 1 : 420 - 420
[5] The math teachers know: profound understanding of emergent mathematics
Stevenson, Mary
RESEARCH IN MATHEMATICS EDUCATION, 2015, 17 (02) : 157 - 161
[6] Mathematics teachers' capacity for change
Golding, Jennie
OXFORD REVIEW OF EDUCATION, 2017, 43 (04) : 502 - 517
[7] TEACHING PRACTICE: A COMPARISON OF TWO TEACHERS' DECISION MAKING IN THE MATHEMATICS CLASSROOM
Arzarello, Ferdinando
Ascari, Marina
Thomas, Mike
Yoon, Caroline
PROCEEDINGS OF THE 35TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL. 2: DEVELOPING MATHEMATICAL THINKING, 2011, : 65 - 72
[8] Examining Relations between Mathematics Teachers' Instructional Vision and Knowledge and Change in Practice
Munter, Charles
Correnti, Richard
AMERICAN JOURNAL OF EDUCATION, 2017, 123 (02) : 171 - 202
[9] Mathematics Teachers' Beliefs and Their Influence on their Practice
Diego-Mantecon, J. M.
Grana, C.
Blanco, T. F.
Vallines, R.
Diego, M. A.
INVESTIGACION EN EDUCACION MATEMATICA XX, 2016, : 593 - 593
[10] Profound understanding of emergent mathematics: broadening the construct of teachers' disciplinary knowledge
Davis, Brent
Renert, Moshe
EDUCATIONAL STUDIES IN MATHEMATICS, 2013, 82 (02) : 245 - 265

← 1 2 3 4 5 →