NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1059233
Record Type: Journal
Publication Date: 2015-Apr
Pages: 12
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: EISSN-1305-8223
Reflective Awareness in Mathematics Teachers' Learning and Teaching
Chapman, Olive
EURASIA Journal of Mathematics, Science & Technology Education, v11 n2 p313-324 Apr 2015
The nature of mathematics teachers' knowledge specific to teaching mathematics [MTK] is of ongoing concern in mathematics education research. This article contributes to our under-standing of this knowledge with particular focus on reflective awareness. It discusses MTK based on ways it has been used in research. It highlights reflective awareness as a central aspect of MTK based on a study of elementary school mathematics teachers' learning and teaching associated with a self-directed professional development initiative to transform their teaching to an inquiry-based perspective. Research questions focused on how this initiative supported reflective awareness in the teachers' learning and teaching. Findings indicated that engaging in self-based and meaning-based questioning and creating pedagogical models were central to the teachers' learning and use of reflective awareness. Their knowledge of reflective awareness as a way of knowing was important to their development of an inquiry stance and knowledge of mathematics for teaching and mathematics pedagogy.
EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A