Mathematics Teachers in Transition (eBook, ePUB)

Redaktion: Fennema, Elizabeth; Nelson, Barbara Scott

• Format: ePub

Produktbeschreibung

This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. The book presents: * theoretical perspectives for studying, analyzing, and understanding teacher change; * descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and * descriptions of professional development programs that resulted in teacher change. One chapter builds a rationale for looking to developmental psychology for guidance in constructing models of reconstructing new forms of mathematical instruction. Another highlights the relevance to mathematics teacher development of research-based knowledge about how children construct mathematical ideas. Other chapters explore the relationships between the various contexts of schooling and instructional change. Included also are chapters that describe and analyze major reform efforts designed to assist teachers in modifying their instructional practices (Cognitively Guided Instruction, Math-Cubed, Project Impact, Mathematics in Context, and the Case-Based Project). Finally, the current state of knowledge about encouraging teachers to modify their instruction is discussed, the implications of major research and implementation findings are suggested, and some of the major questions that need to be addressed are identified, such as what we have learned about teacher change.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 448
• Erscheinungstermin: 3. April 2013
• Englisch
• ISBN-13: 9781136496394
• Artikelnr.: 38270377

Autorenporträt

Elizabeth Fennema, Barbara Scott Nelson

Inhaltsangabe

Contents: Preface. Part I: Introduction.B.S. Nelson
Learning About Teacher Change in the Context of Mathematics Reform: Where Have We Come From? Part II: Theoretical Perspectives on Studying Teacher Change.L. Goldsmith
D. Shifter
Understanding Teachers in Transition: Characteristics of a Model for Developing Teachers. M. Simon
Developing New Models of Mathematics Teaching: An Imperative for Research on Mathematics Teacher Development. T.J. Cooney
B. Shealy
On Understanding the Structure of Teachers' Beliefs and Their Relationship to Change. P.B. Campbell
The More Things Change...Gender
Change
and Mathematics Education. Part III: Context and Teacher Change.D. Jones
A Conceptual Framework for Studying the Relevance of Context to Mathematics Teachers' Change. M.K. Stein
C. Brown
Teacher Learning in Social Context: Integrating Collaborative and Institutional Processes With the Study of Teacher Change. W.G. Secada
L.B. Adajian
Mathematics Teachers' Change in the Context of Their Professional Communities. Part IV: Studies of Professional Development Programs in Action.C.A. Lubinski
P.A. Jaberg
Teacher Change and Mathematics K-4: Developing a Theoretical Perspective. M. Franke
E. Fennema
T.P. Carpenter
Changing Teachers: Interactions Between Beliefs and Classroom Practice. J. Stocks
J. Schofield
Educational Reform and Professional Development. P.F. Campbell
D.Y. White
Project IMPACT: Influencing and Supporting Teacher Change in Predominately Minority Schools. T.A. Romberg
Mathematics in Context: Impact on Teachers. C. Barnett
S. Friedman
Mathematics Case Discussions: Nothing Is Sacred. Part V: Summary and Synthesis.B.S. Nelson
Learning About Teacher Change in the Context of Mathematics Education Reform: Where Are We Going?