Chapter 9: Classrooms as Learning Environments for Teachers and Researchers

Cobb, Paul; Wood, Terry; Yackel, Erna

doi:10.2307/749917

Cited by 142 publications

(110 citation statements)

References 85 publications

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“…In contrast to these researchers, Ruthven (1987) as well as Cobb, Wood and Yackel (1990), argue that beliefs are more the results of actual practice, rather than preceding practice. Other research supports the view that changes in teacher beliefs and practices are an interactive process, with each influencing the other (Richardson & Placier, 2001).…”

Section: Role Of Teacher Beliefs For Behavior and Behavior Changementioning

confidence: 78%

The Effect of Teacher Beliefs on Student Competence in Mathematical Modeling – An Intervention Study

Mischo

Maaß²

2013

Journal of Education and Training Studies

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This paper presents an intervention study whose aim was to promote teacher beliefs about mathematics and learning mathematics and student competences in mathematical modeling. In the intervention, teachers received written curriculum materials about mathematical modeling. The concept underlying the materials was based on constructivist ideas and findings from mathematics education. Teacher beliefs about mathematics, learning and self-efficacy were expected to have a major impact on their classroom practices. We therefore assessed teacher beliefs about the usefulness of mathematics, learning (constructivist and socio-constructivist beliefs) and teacher self-efficacy when teaching modeling (teacher or class level variable). The student level variables assessed were modeling competence and other individual factors, such as basic mathematical skills and cognitive abilities.The effectiveness of the intervention was measured in a pre-post control group design using multilevel structural equation modeling. The results showed no direct effect of the intervention on student modeling competence. However, they did reveal that the intervention had a significant effect on teacher beliefs about learning (constructivist and socio-constructivist view) and an effect of these teacher beliefs about learning on student modeling competence. Further, the results showed that students' gains in modeling competence is not only mediated by teacher beliefs, but also influenced by individual factors. Implications for teaching as well as limitations of the study are discussed.Keywords: teacher beliefs, teacher education, mathematical modeling, teacher training Theoretical Background IntroductionMathematical modeling means solving complex, realistic and open problems with the help of mathematics. Although mathematical modeling became part of the national German curriculum in 2004 and has been discussed among mathematics educators for decades, it is still rare in day-to-day teaching practice (Blum, 2002).In the present study, we wanted to know whether specially designed (written) curriculum materials for teachers support the development of students' modeling competences. We focused on the design of curriculum materials because materials -other than long-term teacher training -can reach many teachers easily and effectively. We designed mathematical modeling teaching materials for the target group of six grade students (age 11) because modeling is part of the curriculum for this grade. Teachers were asked to use these materials over a period of one school year. The effectiveness of the materials was evaluated in a pre-post control group design by means of a standardized test to assess student competences in mathematical modeling. We also assessed teacher beliefs before and after the intervention because it was expected that their beliefs play a mediating role in the effectiveness of the written materials.The main research questions of the study were:1. Does teacher use of curriculum materials directly influence student modeling competen...

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Section: Role Of Teacher Beliefs For Behavior and Behavior Changementioning

confidence: 78%

The Effect of Teacher Beliefs on Student Competence in Mathematical Modeling – An Intervention Study

Mischo

Maaß²

2013

Journal of Education and Training Studies

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“…Research revealing inconsistencies between mathematics teachers' beliefs and practice or among an individual teacher's beliefs problematized this direct model (Hoyles, 1992). Cobb, Wood, and Yackel (1990) and Thompson (1992) contended that teachers' beliefs were constructed (or modified) in a dialectical relationship with practice, while Guskey (1986) suggested that teachers only changed their beliefs after changing their practice and seeing positive student outcomes. A related debate concerns the interactions of mathematics teachers' beliefs with the teaching context.…”

Section: The Concepts-first Teacher-preparation Modelmentioning

confidence: 99%

Why new mathematics teachers do or don’t use practices emphasized in their credential program

Gainsburg

2012

J Math Teacher Educ

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“…Whether they are rooted in radical constructivism or in emergent perspective, both share the following premises of knowledge: first, in contrast to 'representational view of mind' that our mind represents ontological reality, knowledge is created through human activity and it only represent our experiential reality (Cobb et al, 1990); and learning occurs as we adapt (or accommodate) our current conception; hence we, as cognizant entities, are always constrained or promoted by our anticipatory structure (Steffe, 1990). Hence, for learning to take place, students need to actively assimilate into their current scheme and reorganize their experiential situation by reflective abstraction.…”

Section: Teacher Knowledge As Interiorized Schemementioning

confidence: 99%

“…On the other hand, scholars (e.g., Cobb, Wood & Yackel, 1990;Simon, 2000) under emergent perspective coordinated psychological constructivism with interactionism, and took into account for more sociological issues such as social norms, sociomathematical norms, and classroom mathematical practices. From this perspective, a human organism is not only considered as a biological system but also an ecosocial system (Cobb & Yackel, 1995).…”

Section: Teacher Knowledge As Interiorized Schemementioning

confidence: 99%

Theoretical Discussion on Mathematical Knowledge for Teaching from Constructivists' Perspective

Jin¹,

Jaehong²

2015

Research in Mathematical Education

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In the present paper, we argue any research concerning human knowledge construction, components, or types needs to clarify its epistemological stance regarding 'knowledge' in that such viewpoint might have much influence on the nature of knowledge the researcher sees and the way in which evidence for knowledge development is gathered. Thus, we suggest two alternative research groups who conducted their studies on mathematical knowledge for teaching with an explicit epistemological standpoint. We finalize our discussion by reviewing concrete examples in the previous literature on teacher knowledge of fraction conducted by the two groups.

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Chapter 9: Classrooms as Learning Environments for Teachers and Researchers

Cited by 142 publications

References 85 publications

The Effect of Teacher Beliefs on Student Competence in Mathematical Modeling – An Intervention Study

The Effect of Teacher Beliefs on Student Competence in Mathematical Modeling – An Intervention Study

Why new mathematics teachers do or don’t use practices emphasized in their credential program

Theoretical Discussion on Mathematical Knowledge for Teaching from Constructivists' Perspective

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