A case study of Lebanese mathematics teachers' beliefs about curriculum integration and the sources of their beliefs (Record no. 20482)

MARC details
000 -LEADER
fixed length control field 03490nam a2200229Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Khoury, Hala Ibrahim
Miscellaneous information Master
245 12 - TITLE STATEMENT
Title A case study of Lebanese mathematics teachers' beliefs about curriculum integration and the sources of their beliefs
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut - Faculty of Arts and Sciences - Department of Education
Date of publication, distribution, etc. 2007
300 ## - PHYSICAL DESCRIPTION
Extent 93 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Teachers' beliefs about mathematics play a significant role in shaping their beh avior, teaching practices and student's learning. Recent reform efforts have adv ocated a new vision of mathematics, teaching mathematics through an integrated a pproach; it is unclear how teachers actually conceptualize what is meant by curr iculum integration and the sources of their beliefs. The purpose of this study i s to investigate the beliefs of elementary mathematics Lebanese teachers about c urriculum integration and the sources of their beliefs. This study was guided by the following questions: What are the beliefs of Lebanese elementary mathematic s teachers about the meaning of curriculum integration and how it could best be done at the elementary level? To what extent is what is good in the literature r eflected in the teachers' definitions of curriculum integration and task selecti on? What are the possible sources of Lebanese mathematics teachers' beliefs abou t integration? The research questions were investigated using a belief questionnaire, a task s orting activity and an interview administered to 6 Lebanese Elementary Mathemati cs teachers from two schools, one following an International curriculum and the other following the Lebanese curriculum. Findings suggest that those Lebanese te achers hold different views about integration, similar to those in the literatur e. It was also found that there is somehow a discrepancy between teachers? belie fs and their definitions about integration. The most influential sources of tho se teachers? beliefs are positive interaction with colleagues and the research d one by the teacher. A pattern was found between teachers? beliefs, definition ab out integration and the sources of their beliefs. The results of this study will be of interest for teachers, school administrato rs and curriculum writers. Findings from the present study would help researcher s to develop tools that help teachers reflect on their own beliefs, as well as d evelop instruments that can be used to survey teachers' beliefs about a specific issue, integration this case. Moreover, results from this study will contribute to the existing literature base on the relationship between beliefs about innov ations in education and practice. Some issues still need more investigation such as the sources of teachers' beliefs ...
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Curriculum
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element 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 Math education Curricula
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 تعليم الرياضيات المناهج
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف المعلمين وتصوراتهم
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/151%2C316%2C316%2CB/frameset&FF=X%28education+and+depa">http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/151%2C316%2C316%2CB/frameset&FF=X%28education+and+depa</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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