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“Teaching how one was taught:” A case of a student from reform-oriented schooling implementing traditional instructional practices |
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Abstract:
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This study examined practices and beliefs of a teacher, whose own mathematics education had been reform-oriented-, as he encountered situations where he believed he was to teach in a traditional manner. Researchers have documented the often significant difficulties teachers have enacting reform practices. It is often claimed that these difficulties stem in large measure from the teachers’ own experiences in traditional school settings where they developed beliefs compatible with such instruction. This case study documents the practices and beliefs of a teacher who was trying, largely unsuccessfully, to implement traditional instructional practices. Such beliefs even withstood the influences of teaching in contexts were traditional instruction was promoted and enabled the teacher to easily enact reform-oriented practices once he was encouraged to do so. |
Most Common Document Word Stems:
student (21), alex (21), teach (20), practic (17), teacher (16), reform (14), discuss (13), instruct (12), observ (11), learn (10), tradit (9), present (9), mathemat (9), problem (8), reform-ori (8), orient (8), class (8), experienc (7), cours (7), belief (7), one (6), |
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Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
URL: http://www.pmena.org
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Citation:
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MLA Citation:
| Speer, Natasha. "“Teaching how one was taught:” A case of a student from reform-oriented schooling implementing traditional instructional practices" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada, Oct 21, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p117648_index.html> |
APA Citation:
| Speer, N. M. , 2004-10-21 "“Teaching how one was taught:” A case of a student from reform-oriented schooling implementing traditional instructional practices" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p117648_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study examined practices and beliefs of a teacher, whose own mathematics education had been reform-oriented-, as he encountered situations where he believed he was to teach in a traditional manner. Researchers have documented the often significant difficulties teachers have enacting reform practices. It is often claimed that these difficulties stem in large measure from the teachers’ own experiences in traditional school settings where they developed beliefs compatible with such instruction. This case study documents the practices and beliefs of a teacher who was trying, largely unsuccessfully, to implement traditional instructional practices. Such beliefs even withstood the influences of teaching in contexts were traditional instruction was promoted and enabled the teacher to easily enact reform-oriented practices once he was encouraged to do so. |
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| Document Type: |
.PDF |
| Page count: |
3 |
| Word count: |
1229 |
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| THE OTHER SIDE OF "TEACHING AS ONE WAS TAUGHT:" A CASE OF A STUDENT FROM REFORM-ORIENTED SCHOOLING IMPLEMENTING TRADITIONAL INSTRUCTION Natasha M. Speer Michigan State University nmspeer@msu.edu Abstract Researchers have documented challenges teachers face when enacting reform practices (Cohen 1990; Fennema & Scott Nelson 1997). Some claim that teachers teach in ways similar to how they experienced teaching during their own schooling and hold beliefs consonant with such practices (Borko & Putnam 1996; Thompson 1992). For most current teachers |
| in One Classroom: The Case of Mrs. Oublier. Educational Evaluation and Policy Analysis 12(3) 327-345. Fennema E. & Scott Nelson B. (Eds.). (1997). Mathematics Teachers in Transition. Mahwah New Jersey: Lawrence Erlbaum Associates. Schifter D. (1993). Mathematics Process as Mathematics Content: A Course for Teachers. 12 271-283. Schoenfeld A. H. (1999). Models of the Teaching Process. Journal of Mathematical Behavior 18(3) 243-261. Stigler J. & Heibert J. (1999). The Teaching Gap: Best Ideas from the World's Teachers for Improving |
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Preparing Preservice Teachers to Teach Students Who are at Risk for Mathematics Disabilities: Evidence-Based Practices for Early Mathematics Instruction
Young Latino Students’ Learning in Problem-Based Reform Mathematics Classrooms: Developing Mathematical Thinking and Communication
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