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School mathematics reform and teaching in Peru: An analysis from mathematics teachers’ practices, beliefs and knowledge

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Abstract:

During the 1990s, the Ministry of Education in Peru (MED) implemented innovative pedagogy and curriculum reforms based on the constructivist approach to learning in order to improve the quality of teaching in schools. However, despite the execution of nation-wide professional development programs, Peruvian teachers have interpreted and internalized only some concepts and ideas from reforms, but their teaching is still largely dominated by teacher-centered approaches. In order to improve teachers’ performance, the current administration of the MED decided to execute more aggressive educational policies and expects that teachers reply to these measures with the implementation of more intellectually-demand and rigorous teaching as they receive intense preparation in topics of content areas and pedagogy. However, changes in pedagogy may or may not happen in the way that reforms wish, as was the case during the previous reform. The literature on teachers’ thinking provides a strong basis to understand teachers’ decisions, judgments, and knowledge and establish connections with teachers’ practices in the frame of educational reforms. Likewise, this field of research supports that improvement of teachers practice goes through the change or transformation of teachers’ practical knowledge. In this study, I will explore how Peruvian teachers respond to the demands of the educational reforms on mathematics teaching by using a sample of sixth grade mathematics teachers teaching in public primary schools in Lima (Peru). Specifically I will see how teachers’ beliefs configure teachers’ practices and how far such practices are from MED expectations. The methodology includes the analysis of policy document to identify the demands for mathematic teachers and the realization of interviews and stimulated recall sessions to identify mathematics teachers’ beliefs.

Author's Keywords:

teaching practices, teachers' beliefs
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p493932_index.html
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MLA Citation:

Moreano, Giovanna. "School mathematics reform and teaching in Peru: An analysis from mathematics teachers’ practices, beliefs and knowledge" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493932_index.html>

APA Citation:

Moreano, G. , 2011-04-30 "School mathematics reform and teaching in Peru: An analysis from mathematics teachers’ practices, beliefs and knowledge" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493932_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: During the 1990s, the Ministry of Education in Peru (MED) implemented innovative pedagogy and curriculum reforms based on the constructivist approach to learning in order to improve the quality of teaching in schools. However, despite the execution of nation-wide professional development programs, Peruvian teachers have interpreted and internalized only some concepts and ideas from reforms, but their teaching is still largely dominated by teacher-centered approaches. In order to improve teachers’ performance, the current administration of the MED decided to execute more aggressive educational policies and expects that teachers reply to these measures with the implementation of more intellectually-demand and rigorous teaching as they receive intense preparation in topics of content areas and pedagogy. However, changes in pedagogy may or may not happen in the way that reforms wish, as was the case during the previous reform. The literature on teachers’ thinking provides a strong basis to understand teachers’ decisions, judgments, and knowledge and establish connections with teachers’ practices in the frame of educational reforms. Likewise, this field of research supports that improvement of teachers practice goes through the change or transformation of teachers’ practical knowledge. In this study, I will explore how Peruvian teachers respond to the demands of the educational reforms on mathematics teaching by using a sample of sixth grade mathematics teachers teaching in public primary schools in Lima (Peru). Specifically I will see how teachers’ beliefs configure teachers’ practices and how far such practices are from MED expectations. The methodology includes the analysis of policy document to identify the demands for mathematic teachers and the realization of interviews and stimulated recall sessions to identify mathematics teachers’ beliefs.


Similar Titles:
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