TY  - BOOK
AU  - Farah,Lynn Georges
TI  - Exploring secondary school mathematics teachers' problem solving beliefs and teaching practices : a case study
PY  - 2009///
CY  - Beirut
PB  - American University of Beirut. Faculty of Arts and Sciences
KW  - Cycle Secondaire L’enseignement du Maths
KW  - Les Attitudes et conceptions des enseignants
KW  - Méthodes d’enseignement
KW  - Problem Solving
KW  - Résolution de problèmes
KW  - Secondary Education Math education Teaching Methods
KW  - Teachers attitudes and conceptions
KW  - المرحلة الثانوية تعليم الرياضيات طرق التعليم
KW  - حل المشكلات
KW  - مواقف المعلمين وتصوراتهم
N1  - النوع : Mémoire
N2  - 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
UR  - http://search.shamaa.org/FullRecord?ID=27483
ER  -