Mathematics Teachers in Transition

ISBN-13: 9780805826883 / Angielski / Miękka / 1997 / 433 str.

Fennema; Elizabeth Fennema; Barbara Scott Nelson

Opis

Using a variety of research methods, this study addresses the need for professional development leaders and policy makers to influence teachers to modify their mathematics instruction so it is closer to the recommendations of the National Council of Teachers in Mathematics.

Recenzje

"...contains the most recent theoretical perspectives on teaching and teacher change, studies of large-scale empirical work, long-term programs of research, and case studies of individual teachers, groups of teachers, and intervention projects....each chapter offers a different piece in the complex puzzle of how to understand teachers in change."
—Mathematics Teacher

"This book contains ideas for further research as well as possible paths to implement reform in the classroom. Many of the articles are informative and practical to all teachers."
—Teaching Children Mathematics

Spis treści

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?

O autorze

Elizabeth Fennema, Barbara Scott Nelson