NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ903271
Record Type: Journal
Publication Date: 2010-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1386-4416
Understanding Change through a High School Mathematics Teacher's Journey to Inquiry-Based Teaching
Chapman, Olive; Heater, Brenda
Journal of Mathematics Teacher Education, v13 n6 p445-458 Dec 2010
This article focuses on an experienced high school mathematics teacher who changed her practice without participating in planned interventions aimed at producing this change. It reports on the nature of the teacher's change from her perspective and an interpretation and understanding of the change from the researcher's perspective. It illustrates how meaningful change can occur when the process is initiated and rooted in the teacher's experience based on a tension in self and/or practice that is personal and real to him or her. It discusses three types of change that are possible depending on the level of engagement of the teacher in professional development opportunities: instrumental change, conceptual change, and foundational change.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A