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ERIC Number: EJ875561
Record Type: Journal
Publication Date: 2005
Pages: 31
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1099-839X
Elaborating a Change Process Model for Elementary Mathematics Teachers' Beliefs and Practices
Smith, Stephanie Z.; Smith, Marvin E.; Williams, Steven R.
Current Issues in Education, v8 n19 2005
This report focuses on the processes of change in beliefs and practices experienced by practicing elementary school teachers during a sixteen-session course using two of the modules from the "Developing Mathematical Ideas" (DMI) materials. We identify a collection of six metaphors for knowing, learning, and teaching mathematics to succinctly describe and categorize teachers' beliefs. We present three case studies representing a continuum of change in beliefs observed among the participants of the DMI course. We relate this continuum both to the beliefs teachers brought to the course and to their degree of engagement in various components of a change process model. Using this model of change, we analyze the ways in which teachers expressed interest in change, problematized their beliefs, experimented with possible solutions, and reflected on experimental results leading to changes in beliefs and practices. The results of our analysis indicate that variations in change among participants can be explained by variations in their levels of engagement in particular elements of the change model by the learning activities of the DMI course. We found that those who showed greater interest in fundamental changes and/or more completely problematized traditional beliefs engaged more effectively in experimentation with alternative practices and, hence, made more substantial changes in their beliefs and practices. (Contains 2 figures and 3 tables.)
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A