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doi: 10.1023/A:1009948231298pmid: N/A
A humanistic perspective provided the basis for a problem-solving oriented teacher inservice program. The program was designed to provide opportunities that allowed elementary teachers to focus on personal experience as a way of achieving self-understanding and a way of reconstructing their personal meanings about problem solving and problem-solving instruction. Impact of the program was studied through interviews with the six participants and observations of their teaching. The results indicated that the program had a positive effect on the participants' beliefs about and teaching of problem solving.
doi: 10.1023/A:1009999004407pmid: N/A
This article presents a conceptual framework for studying the relationship between cognition and instructional practices of preservice secondary mathematics teachers. It describes how the framework was used as a basis for activities in which preservice teachers engaged in structured reflection on their teaching as a means towards their professional growth. The approach required student teachers to engage in both prelesson and postlesson reflective activities. These activities are described, and details of two cases are given. This article demonstrates how this approach can facilitate the progression of preservice teachers' pedagogical techniques and conceptions.
doi: 10.1023/A:1009900320337pmid: N/A
The construction of concept maps and the writing of interpretive essays in mathematics courses for preservice and continuing teachers provide students with rich learning experiences and yield substantial insights into the degree of connectedness of their knowledge with respect to a given topic. With this dual approach students are given the opportunity to express their knowledge in different ways, which allows for individual differences in learning styles and verifies the relationships illustrated. As students actively participate in the task of developing connections between related concepts, reflect on their thinking, and become engaged in mathematical discourse, students are provided with an opportunity to mature mathematically and to experience an alternative approach to instruction and assessment.
Edwards, Thomas; Hensien, Sarah
doi: 10.1023/A:1009951121246pmid: N/A
The vision of mathematics learning and teaching captured in the NCTM Standards documents holds clear implications for needed changes in mathematics teachers' instructional practices. This article describes an action research collaboration between a middle school mathematics teacher and a mathematics teacher educator that focused on the teacher's attempts to change her instructional practice in the direction of the NCTM Standards vision. In particular, the middle school teacher wrote a narrative description of the collaboration and of the changes she made in her instructional practice as a result of the collaboration. An interpretive analysis of the teacher's narrative by the teacher educator reveals that the collaboration itself, the support for change inherent in the collaboration, and the teacher's regular reflections on her own beliefs and practices which derived from the collaboration were important to her process of change.
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