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ERIC Number: EJ833854
Record Type: Journal
Publication Date: 2009-Apr
Pages: 16
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0013-1954
Social Constructivism and the "Believing Game": A Mathematics Teacher's Practice and Its Implications
Harkness, Shelly Sheats
Educational Studies in Mathematics, v70 n3 p243-258 Apr 2009
The study reported here is the third in a series of research articles (Harkness, S. S., D'Ambrosio, B., & Morrone, A. S., in "Educational Studies in Mathematics" 65:235-254, 2007; Morrone, A. S., Harkness, S. S., D'Ambrosio, B., & Caulfield, R. in "Educational Studies in Mathematics" 56:19-38, 2004) about the teaching practices of the same university professor and the mathematics course, "Problem Solving," she taught for preservice elementary teachers. The preservice teachers in "Problem Solving" reported that they were motivated and that Sheila made learning goals salient. For the present study, additional data were collected and analyzed within a qualitative methodology and emergent conceptual framework, not within a motivation goal theory framework as in the two previous studies. This paper explores how Sheila's "trying to believe," rather than a focus on "doubting" (Elbow, P., "Embracing contraries," Oxford University Press, New York, 1986), played out in her practice and the implications it had for both classroom conversations about mathematics and her own mathematical thinking.
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A