Supporting Innovation: The Impact of a Teacher's Conceptions of Functions on His Implementation of a Reform Curriculum

Lloyd, Gwendolyn M.; Wilson, Mark G.

doi:10.2307/749790

Cited by 140 publications

(91 citation statements)

References 27 publications

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“…This was later expanded by Mishra and Koehler (2006) to include technological knowledge, in addition to content knowledge and pedagogical knowledge. Teachers who are high on content knowledge are generally accepting of new ideas and pedagogical conceptions in innovation programs, such as the use of technologies for teaching and learning (Lloyd & Wilson, 1998). Research evidence indicates that mathematical content knowledge is important to the effective use of technology in mathematics teaching (Crisan, 2001).…”

Section: Subjective Normmentioning

confidence: 99%

Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia

Teo

Milutinović

2015

AJET

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This study aims to examine the variables that influence Serbian pre-service teachers' intention to use technology to teach mathematics. Using the technology acceptance model (TAM) as the framework, we developed a research model to include subjective norm, knowledge of mathematics, and facilitating conditions as external variables to the TAM. In addition, we investigated the influence of gender and age on the behavioural intention to use technology. With data gathered from 313 participants using a survey questionnaire, structural equation modelling (SEM) analysis revealed that the proposed model in this study has a good fit and accounted for 5.4% of the variance in the behavioural intention to use technology. Pre-service teachers' attitudes towards computers were found to be the only factor with direct influence on the intention to use technology. All other factors were found to have an indirect influence. Using multiple indicators, multiple causes (MIMIC) modelling, pre-service teachers' intention to use technology was not found to be significantly different by age and gender. Various contributions to research and implications for teacher training are discussed. IntroductionIn today's world, when society is shifting from an industrial towards an information or knowledge society, it is important for students to develop lifelong learning skills, often referred to as a capacity of "learning to learn" (Anderson, 2008, p. 19 Education, 2007). In preparing for these skills, the appropriate use of technology by teachers in education is crucial.Despite the strong presence of information and communication technology (ICT) in classrooms all over the world, studies have shown that ICT is underused (Mueller, Wood, Willoughby, Ross, & Specht, 2008;Ruthven, 2009). In Serbia, one reason for the low ICT usage for teaching and learning is teachers' lack of sophisticated knowledge to support effective technology integration (Kadijevich, 2012). However, this situation is mitigated by younger teachers, who have demonstrated their attempts at teaching mathematics in primary and secondary schools in Serbia (Dimitrijević, Popović, & Stanić, 2012).Serbia is a south-eastern developing country in Europe with a population of 7.12 million. Free education is provided for children between ages 7 and 15 (grades 1-8) and those between ages 15 and 19 to attend elementary and secondary schools, respectively, although the latter is not compulsory by law. Depending on the grade level and subject, elementary and secondary school teachers receive their training at the relevant faculties in universities (UNESCO, 2011). All teachers have to complete their training in pedagogy and subject content at master's level before taking up appointments in schools. Among the goals of Serbian education are that students across all levels should be provided with opportunities to acquire high quality knowledge and skills and attitudes, including linguistic, mathematical, scientific, artistic, cultural, technical, and computer literacy skills necessary for life in ...

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Section: Subjective Normmentioning

confidence: 99%

Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia

Teo

Milutinović

2015

AJET

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“…Prior research, for example, focused on teacher characteristics that impact their interpretations and uses of curriculum materials, including teachers' conceptions of how structured student exploration should be (Lloyd 1999), teachers' conceptions of mathematical concepts (Lloyd and Wilson 1998), and teachers' beliefs about the role of curriculum materials in designing instruction (Remillard and Bryans 2004). Research has similarly sought to document and understand differences in the ways teachers draw from the materials to design instruction (Collopy 2003;Remillard 1999;Remillard and Bryans 2004;Sherin and Drake 2009).…”

Section: Frameworkmentioning

confidence: 99%

“…Researchers who have attempted to untangle the complex ways that teachers interact with these materials have focused on factors that influence the use of the material, such as teachers' characteristics (Lloyd 1999;Lloyd and Wilson 1998;Remillard and Bryans 2004) and factors in the instructional context (Keiser and Lambdin 1996;Manouchehri and Goodman 1998), as well as the ways in which teachers draw from the materials to design instruction (Collopy 2003;Remillard 1999;Sherin and Drake 2009). While this research has contributed a great deal to our understanding of factors that influence teachers' use of curriculum materials, it has largely left unanswered questions about how the characteristics of these innovative materials ultimately influence teachers' instructional practices, including their use of curriculum materials (Remillard 2009).…”

Section: Introductionmentioning

confidence: 99%

Learned adaptations: Teachers’ understanding and use of curriculum resources

Choppin

2011

J Math Teacher Educ

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This study focused on the use of curriculum materials for three teachers who had enacted instructional sequences from the materials on multiple occasions. The study investigated how the teachers drew on the materials, what they understood about the curriculum resources, and how they connected their use of the materials to their observations of student thinking. There were similarities across the teachers, particularly with respect to their goals and how they read and followed recommendations in the teacher resource materials. There were differences in how their task revisions were in response to what they observed about student thinking. The teacher who most intensively observed student thinking made connections between her interpretations of students' strategies and her use of the curriculum resources, allowing her to design learned adaptations. Learned adaptations required both an understanding of the design rationale and empirically developed knowledge of how that rationale played out in practice. The empirically developed knowledge could not be totally anticipated by the designers, in part because it developed within a particular context by a teacher with particular characteristics. The case of the teacher who developed learned adaptations showed how these complementary forms of knowledge helped her to use the curriculum resources in ways that enhanced students' opportunities for sense making. Furthermore, her adaptations were intended to facilitate success not only at the task level, but also across instructional sequences as well. This study also shows how professional vision is not limited to informing only in-the-moment instructional decisions, but also to the use of curriculum materials.

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“…Examples of characteristics of teachers are teachers' beliefs (Lloyd, 1999;Lloyd & Wilson, 1998;Remillard, 1999), knowledge (Cohen, 1990;Heaton, 1992), and orientations toward curriculum materials . Students' struggle with demanding tasks leading teachers to reduce the task demand is an example of student characteristics .…”

Section: Different Meanings Of Curriculummentioning

confidence: 99%