The mathematical tale of two teachers: A longitudinal study relating mathematics instructional practices to level of intellectual development

Cady, JoAnn; Meier, Sherry L.; Lubinski, Cheryl A.

doi:10.1007/bf03217427

Cited by 26 publications

(17 citation statements)

References 22 publications

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“…Also, structural knowledge, reflecting relationships between concepts and topics is a higher order learning outcome resonant with notions of relational understanding as described by Skemp (1976). Finally, the characteristics of this factor reflect well current perspectives on reform mathematics teaching, whereby learners actively construct rather than passively receive knowledge (Cady et al 2007;Peterson et al 1989) and, "through interaction, are able to challenge one another's constructions in ways that facilitate the construction of increasingly shared and powerful knowledge" (Beswick 2005, p. 43) in classrooms that emphasise the making of mathematical connections (Cady et al 2007;Peterson et al 1989;Spillane and Zeuli 1999). In sum, we construe this factor as a relational participation.…”

Section: Interpreting the Factorssupporting

confidence: 55%

“…On the one hand, the activation of prior knowledge, matches reform expectations that teachers take account of learners' prior knowledge when making decisions about lesson progression (Beswick 2005;Cady et al 2007;Peterson et al 1989). On the other hand, reform classrooms are also characterised by an emphasis on problem solving (Cady et al 2007;Peterson et al 1989;Spillane and Zeuli 1999). Such findings highlight the fact that effective mathematics teaching is a complex interaction of many factors and that these may not, depending on circumstances, be complementary.…”

Section: Interpreting the Factorsmentioning

confidence: 72%

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Comparative studies of mathematics teaching: does the means of analysis determine the outcome?

Andrews

Sayers

2012

ZDM Mathematics Education

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This paper addresses four questions concerning the influence of culture on mathematics teachers' professional practice. Firstly, drawing on categorical data yielded by the application of low inference coding schedule to video recordings of sequences of lessons taught by case study teachers on four common topics in England, Flanders, Hungary and Spain, we undertook an exploratory factor analysis to examine the ways in which such coded variables interact. This process yielded five factors, each of which was interpretable against the literature and highlighted the extent to which dichotomisations of mathematics teaching as reform or traditional are not necessarily helpful, not least because all project teachers exhibited characteristics of both. Secondly, factors scores were analysed by nationality to reveal culturally-located practices resonant with the available literature. Thirdly, cluster analyses yielded four well-defined cross-cultural clusters of episodes, each indicative of particular didactical perspectives that appeared to challenge the exclusivity of these culturally-located practices. Finally, the key methodological finding was that the manner in which data are analysed influences greatly the outcomes of comparative mathematics research.

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Section: Interpreting the Factorssupporting

confidence: 55%

Section: Interpreting the Factorsmentioning

confidence: 72%

Comparative studies of mathematics teaching: does the means of analysis determine the outcome?

Andrews

Sayers

2012

ZDM Mathematics Education

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“…There are many other factors that influence teacher development. For example, an individual's level of intellectual development and locus of authority is related to his/her development as a teacher, as is the individual's beliefs about mathematics and the learning of mathematics (Cady, Meier, & Lubinski, 2006). The interaction of these and many other factors that influence the teaching and learning of mathematics can and should be studied in relation to an individual's development of SKT.…”

Section: Conclusion Implications and Recommendations For Further Smentioning

confidence: 99%

Characterizing the Development of Specialized Mathematical Content Knowledge for Teaching in Algebraic Reasoning and Number Theory

Bair

Rich

2011

Mathematical Thinking and Learning

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“…Studies have shown links between teacher development programmes and the changing of teacher beliefs and practices (Hofer & Pintrich, 1997). As teachers become more competent in dealing with the demands of teaching, they attempt more ambitious forms of teaching; this is especially the case when constructivist ideas are introduced during teacher development programmes (Cady, Meier, & Lubinski, 2006).…”

Section: Teacher Developmentmentioning

confidence: 99%

Challenging science teachers' beliefs and practices through a video-case-based intervention in China's primary schools

Sang

Valcke

Braak

et al. 2012

Asia-Pacific Journal of Teacher Education

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The present study aims to challenge primary school science teachers' beliefs about education and teaching efficacy, as well as their teaching practices, through a videocase-based intervention programme in a Chinese educational setting. A total of 46 in-service teachers were involved in this study (experimental group = 23, control group = 23). Pre-and post-intervention surveys were administered to examine possible changes in the participants' beliefs about education and science teaching efficacy. Video data were gathered through classroom observations of 9 participants from the experimental group and 9 participants from the control group. The results of one-way analysis of covariance indicate that the reported post-intervention beliefs of teachers who participated in the programme differed significantly from their pre-intervention beliefs. More specifically, teachers in the experimental groups reported fewer traditional and more constructivist beliefs after the intervention, as well as stronger personal science teaching efficacy beliefs. One exception included beliefs about science teaching outcome expectancy. The video data showed that teaching practices became more constructivist in terms of both practical activities and student ICT use.

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The mathematical tale of two teachers: A longitudinal study relating mathematics instructional practices to level of intellectual development

Cited by 26 publications

References 22 publications

Comparative studies of mathematics teaching: does the means of analysis determine the outcome?

Comparative studies of mathematics teaching: does the means of analysis determine the outcome?

Characterizing the Development of Specialized Mathematical Content Knowledge for Teaching in Algebraic Reasoning and Number Theory

Challenging science teachers' beliefs and practices through a video-case-based intervention in China's primary schools

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