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ERIC Number: EJ810468
Record Type: Journal
Publication Date: 2008-Oct
Pages: 20
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0020-739X
A Revised Theorization of the Relationship between Teachers' Conceptions of Mathematics and Its Teaching
Hoz, Ron; Weizman, Geula
International Journal of Mathematical Education in Science and Technology, v39 n7 p905-924 Oct 2008
We assembled the ideas about mathematics and about its teaching which were expressed by mathematicians and mathematics educators into two pairs of "official" (collective) conceptions: mathematics is either static or dynamic, and mathematics teaching is either closed or open. These polar conceptions produce a 4-pair relationship between the conceptions of mathematics and its teaching. The adherence to official conceptions was tapped by a questionnaire encompassing 176 Israeli high school mathematics teachers, aimed at examining the relationship between their conceptions of mathematics and its teaching. The majority of these teachers either hold a single conception in one of the domains or do not adhere to any conception, and a quarter of them hold either the static-closed or dynamic-open pairs of conceptions that prevail among teachers in other countries. Consequently, we define a conception of an entity as a comprehensive and homogenous set of ideas about a particular characteristic or feature of that entity. Reality is that teachers practice their profession without adhering to any official conception, and perhaps are (/to be?/) praised for their reluctance to blindly adopt the clear-cut rigid official conceptions of mathematics and its teaching while maintaining their individual and independent blends of ideas. (Contains 5 tables and 1 figure.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel