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Mid dle School Mathematics Teacher Change: Social Constructivism Climbs a Step. Watson, Gale A [microform]
Mid dle School Mathematics Teacher Change: Social Constructivism Climbs a Step. Watson, Gale A [microform]
상세정보
- 자료유형
- 마이크로피시
- 언어부호
- 본문언어 - English
- 청구기호
- 서명/저자
- Mid dle School Mathematics Teacher Change: Social Constructivism Climbs a Step. : Watson, Gale A - [microform]
- 발행사항
- 형태사항
- 18; 1
- 총서명
- ERIC Reports
- 주기사항
- 18p.; Paper presented at the Annual Meeting of the National Council of Teachers of Mathematics (73rd, Boston, MA, April 1995).
- 초록/해제
- 요약This study examined typical backgrounds of mid dle school mathematics teachers, the early influences on their practice, and possible interventions that might empower them to change their instructional strategies and implement the vision of the National Council of Teachers of Mathematics as described in the Curriculum and Evaluation Standards for School Mathematics (1989). An intensive professional development program was offered to more than 100 mid dle school mathematics teachers during the summer. Five (Columbus, Ohio area) teachers were selected at random and interviewed. Transcript summaries are included. Interview data confirmed that these mid dle school mathematics teachers experienced success in K-12 mathematics. Three of the five teachers recognized particular classroom practices that were influences during their early school experiences. All teachers interviewed discussed problems with standardized testing and the need for alternative forms of assessment. They reported that they have changed or modified their teaching methods over the past few years as a result of ongoing professional development activities, interaction with other teachers, and reflecting on the needs of their students. This study suggests that teachers need to return to the student role as they understand and construct for themselves a new philosophy of teaching and learning mathematics and build a repertoire of new instructional strategies. (Contains 21 references.) (MKR)
- 복제주기
- Microfiche. . Springfield, VA : ERIC Document Reproduction Service. . microfiches ; 11×15 cm.
- 일반주제명
- 키워드
- 기타저자
MARC
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■001PCUL00367690
■002ED382469
■00520020813195709
■007heuumu---buua
■008980928s1995 us b 000 0 eng d
■040 ▼apcul
■0410 ▼aEnglish
■090 ▼a370.78▼bE68
■24500▼aMid dle School Mathematics Teacher Change: Social Constructivism Climbs a Step.▼cWatson, Gale A▼h[microform]
■260 ▼aU.S.; Ohio▼cApr 95
■300 ▼a18; 1
■440 0▼aERIC Reports
■500 ▼a18p.; Paper presented at the Annual Meeting of the National Council of Teachers of Mathematics (73rd, Boston, MA, April 1995).
■520 ▼aThis study examined typical backgrounds of mid dle school mathematics teachers, the early influences on their practice, and possible interventions that might empower them to change their instructional strategies and implement the vision of the National Council of Teachers of Mathematics as described in the Curriculum and Evaluation Standards for School Mathematics (1989). An intensive professional development program was offered to more than 100 mid dle school mathematics teachers during the summer. Five (Columbus, Ohio area) teachers were selected at random and interviewed. Transcript summaries are included. Interview data confirmed that these mid dle school mathematics teachers experienced success in K-12 mathematics. Three of the five teachers recognized particular classroom practices that were influences during their early school experiences. All teachers interviewed discussed problems with standardized testing and the need for alternative forms of assessment. They reported that they have changed or modified their teaching methods over the past few years as a result of ongoing professional development activities, interaction with other teachers, and reflecting on the needs of their students. This study suggests that teachers need to return to the student role as they understand and construct for themselves a new philosophy of teaching and learning mathematics and build a repertoire of new instructional strategies. (Contains 21 references.) (MKR)
■521 ▼aTeachers; Pract
■533 ▼aMicrofiche.▼bSpringfield, VA▼cERIC Document Reproduction Service.▼emicrofiches ; 11×15 cm.
■650 4▼xEducation
■653 ▼aBeliefs▼aCase Studies▼aConstructivism (Learning)▼aEducational Change▼aElementary School Teachers▼aInservice Teacher Education▼aIntermediate Grades▼aInterviews▼aJunior High Schools▼aMathematics Instruction▼aMathematics Teachers▼aMid dle Schools▼aSecondary School Teachers▼aTeacher Role
■7001 ▼aWatson, Gale A.
■999 ▼a143; 150
