Exploring secondary school mathematics teachers' problem solving beliefs and teaching practices : a case study (Record no. 19953)

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005 - DATE AND TIME OF LATEST TRANSACTION
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040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Farah, Lynn Georges
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Exploring secondary school mathematics teachers' problem solving beliefs and teaching practices : a case study
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2009
300 ## - PHYSICAL DESCRIPTION
Extent 130 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of this research study was to explore the relationship between secondary mathematics teachers' beliefs about problem solving and its pedagogy, and their teaching practices. Ten secondary school mathematics teachers from one private school in Beirut were involved in the first phase of this case study; however, only three teachers were selected to take part in the second phase of the study. Qualitative research methods were used including interviews, questionnaires and classroom observations, in order to determine the teachers' professed epistemologies as well as their reported problem solving beliefs and practices regarding mathematics, its teaching and learning, and to compare them with their actual teaching practices. The results indicated that teachers' conceptions of mathematics, its teaching and learning, within and across the three categories, cannot be attributed to one single epistemology (Platonist, Instrumentalist or Problem Solving). Moreover, regardless of differences among teachers, teachers' conceptions of teaching seem to subscribe to the Platonist epistemology, whereas those of mathematics and learning are more towards the Instrumentalist epistemology. The findings also revealed that the beliefs of the teachers about problem solving and its pedagogy tend to be towards Problem Solving in mathematics, its teaching and learning. Furthermore, though teachers' beliefs about problem solving and its pedagogy seem to be oriented towards problem solving, they show differences regarding the definitions, roles and teaching of problem solving. Conversely, teachers' reported teaching practices appear less oriented towards the problem solving approach than their professed beliefs. Finally, there seems to be substantial alignment between the teachers' actual observed practices on one hand, and their reported beliefs and practices about the teaching of problem solving on the other hand. This alignment includes the primary tendency of each teacher as well as secondary tendencies.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle Secondaire L’enseignement du Maths
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des enseignants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Problem Solving
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Résolution de problèmes
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secondary Education Math education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teachers attitudes and conceptions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الثانوية تعليم الرياضيات طرق التعليم
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element حل المشكلات
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف المعلمين وتصوراتهم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=27483">http://search.shamaa.org/FullRecord?ID=27483</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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