Writing in the Mathematics Classroom: Teacher Beliefs and Practices

Quinn, Robert J.; Wilson, Mary Martha

doi:10.1080/00098659709599316

Cited by 23 publications

(33 citation statements)

References 18 publications

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“…[These conversations echoed what I later found in the literature regarding teachers' attitudes toward including writing in mathematics (e.g. Quinn &Wilson, 1997 andSeto &Meel, 2006).] Per these discussions, I thought that I would have had a difficult time convincing other mathematics educators to incorporate the math journal assignment into their curriculum for the purpose of my study.…”

Section: Criteria and Rationalementioning

confidence: 79%

“…Quinn & Wilson, 1997;Silver, 1999;and Ntenza, 2006), or describe a specific use of writing in the mathematics classroom, usually the classroom(s) of at least one of the study's authors (e.g. Barlow & Cates, 2006;Brown, 2005;and O'Connel et al, 2005).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Quinn and Wilson (1997) investigated teachers' attitudes toward writing in mathematics. They found that teachers on every level, primary, junior high, and high school, had similar, positive attitudes toward integrating writing into math classes.…”

Section: Teacher-centered Studiesmentioning

confidence: 99%

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Journaling as a Test Preparatory Measure in Secondary Mathematics: Successful Student Strategies

Nickerson¹

2007

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Section: Criteria and Rationalementioning

confidence: 79%

Section: Statement Of the Problemmentioning

confidence: 99%

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Journaling as a Test Preparatory Measure in Secondary Mathematics: Successful Student Strategies

Nickerson¹

2007

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“…Lecturers need significant help in identifying the difference between their beliefs and practices espoused to think through to new inherent initiative culture (Standen, 2002). Lecturers update their beliefs in accordance to new forms of instruction, but unfortunately they are not changing their current teaching methods (Quinn & Wilson, 1997). Mansour (2010) supported the idea that teachers are essential change agents for educational development and that teachers' beliefs are precursors to change.…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties on Lecturers’ Beliefs on Teaching Function: Rasch Model Analysis

Mofreh¹,

Ghafar²,

Omar³

et al. 2014

IES

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This paper focuses on the psychometric analysis of lecturers' beliefs on teaching function (LBTF) survey using Rasch Model analysis. The sample comprised 34 Community Colleges' lecturers. The Rasch Model is applied to produce specific measurements on the lecturers' beliefs on teaching function in order to generalize results and inferential studies. The items proved to measure a single dimension of lecturers' beliefs and how it influences the teaching function. The developed instrument termed LBTF covers six sub dimensions. Both construct and content validity were achieved through the Rasch Model analysis using the dimensionality, item fit, and item polarity parameters. The reliability of the instrument was achieved by conducting person and item separation analysis, Cronbach alpha, and calculated person and item reliability estimates. The results of Rasch Model analysis show that the items of LBTF fit the model appropriately.

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“…They found that although beliefs were weakly linked to children's learning outcomes, teachers' experience and education were important factors in mathematics learning. Quinn and Wilson (1997) looked at the beliefs and practices of teachers with regard to writing in a mathematics course. Teacher participants across all grade levels completed a questionnaire measuring their beliefs about writing in mathematics classes and rated the frequency with which they used a variety of writing activities when teaching mathematics.…”

Section: Cross-curricular Findingsmentioning

confidence: 99%

The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy.

Singleton¹

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Vygotsky's Activity Theory-the theoretical framework for the current study. Constant comparative data analysis was used to make connections and construct meaning. Data were collected twice before an initial analysis and followed by a third gathering of information before the final analysis. Research questions for this study were examined using the original survey results for the eight case study teachers as well as qualitative data gathered through interviews, observations, and artifact collection. A cross-case vi analysis reveals that regardless of educational background and despite differing selfreported theoretical orientations to reading, all eight kindergarten teachers consistently taught from a phonics-based orientation. Building upon Vygotsky's Activity Systems theory, the concept of interdependent activity systems also emerged within the study and suggests that teachers are constantly balancing multiple activity systems in their daily work. A nexus of practice exists at the center of this new theory of interdependent activity systems -the point at which teachers are making decisions and implementing classroom practice drawn upon experiences from all their activity systems to create authentic learning opportunities for their students. Implications for teacher preparation programs, policymakers, and practitioners are discussed.

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Writing in the Mathematics Classroom: Teacher Beliefs and Practices

Cited by 23 publications

References 18 publications

Journaling as a Test Preparatory Measure in Secondary Mathematics: Successful Student Strategies

Journaling as a Test Preparatory Measure in Secondary Mathematics: Successful Student Strategies

Psychometric Properties on Lecturers’ Beliefs on Teaching Function: Rasch Model Analysis

The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy.

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