ERIC Number: EJ1087983
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Teachers' Perceptions of Examining Students' Thinking: Changing Mathematics Instructional Practice
Anderson-Pence, Katie L.
Cogent Education, v2 n1 Article 1075329 2015
This paper seeks to illuminate teachers' perceptions of the challenges and benefits of systematically examining students' thinking as part of a professional development program in elementary mathematics education. Using a framework of models of conceptual change and principles of discomfort, three elementary teachers' perceptions of their experiences with reform-oriented mathematics instruction and systematically examining students' thinking were analyzed. Analysis of interview data yielded five organizing themes. Findings offer insight into understanding the efficacy of examining students' thinking as a professional development strategy.
Descriptors: Teacher Attitudes, Faculty Development, Elementary School Teachers, Elementary School Mathematics, Educational Change, Teaching Methods, Student Attitudes, Self Efficacy, Mixed Methods Research, Knowledge Level, Mathematics Instruction, Journal Writing, Reflection, Pretests Posttests, Surveys, Grade 5, Grade 6, Cognitive Processes, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 6
Authoring Institution: N/A
Grant or Contract Numbers: N/A