ERIC Number: ED234980
Record Type: RIE
Publication Date: 1983-Jul
Reference Count: 0
Routines in Expert Math Teachers' Thoughts and Actions.
This research was designed to elucidate the activity structures and routines of elementary mathematics teachers by describing what they are, analyzing their frequency and duration, analyzing the functions that routines serve for the cognitive processes of teachers, and beginning to model the chains of routines and their fit with planned or spontaneous actions that make up a lesson. Five "expert" teachers and four novice student teachers, along with their classes, comprised the sample. They were observed over a 3-1/2 month period, with note-taking, videotapes and transcribed interviews providing data. For each teacher, transcribed notes and interviews were analyzed and broken down into action records giving duration, action of student, action of teacher, and a name for the action. For two experts and one novice teacher, a more detailed analysis was made of goal structures, routines, and actions. Discussion of the data focuses on activity structures and presentations, with goals and routines given extended discussion. Actions of two "expert" teachers are contrasted with that of one novice teacher. Implications and importance of the research are also discussed. (MNS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.
Identifiers: Mathematics Education Research
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 11-15, 1983).