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040			_aLB-BrCRDP
100	1		_aFarah, Lynn Georges _gMaster Education
245	1	0	_aExploring secondary school mathematics teachers' problem solving beliefs and teaching practices : a case study
260			_aBeirut _bAmerican University of Beirut. Faculty of Arts and Sciences _c2009
300			_a130 pages
500			_aالنوع : Mémoire
520	3		_aThe 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	_aCycle Secondaire L’enseignement du Maths
650		4	_aLes Attitudes et conceptions des enseignants
650		4	_aMéthodes d’enseignement
650		4	_aProblem Solving
650		4	_aRésolution de problèmes
650		4	_aSecondary Education Math education Teaching Methods
650		4	_aTeachers attitudes and conceptions
650		4	_aالمرحلة الثانوية تعليم الرياضيات طرق التعليم
650		4	_aحل المشكلات
650		4	_aمواقف المعلمين وتصوراتهم
856			_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=27483
942			_cLAESDATA _2ddc
999			_c19953 _d19953