Searching for validity of reform claims in a pragmatic way:
- what is best practice?
- what actions should teachers take to improve instructions?
- what does that instruction look like?
- what should teachers and students believe and expect in mathematics teaching and learning?
NCTM productive and unproductive believes.
Implications:
1. Would the teacher's view have been different if she had a different group of students?
2. Should we have different beliefs or expectations for different students?
3. Memorization of mathematics facts is important but should not be the only focus
4. Does a dualistic statement help teachers better understand mathematics education
5. Students referred a lot associated to performance in assessment
What are the teachers' beliefs in the nature of the discipline of mathematics?
- what is best practice?
- what actions should teachers take to improve instructions?
- what does that instruction look like?
- what should teachers and students believe and expect in mathematics teaching and learning?
NCTM productive and unproductive believes.
Implications:
1. Would the teacher's view have been different if she had a different group of students?
2. Should we have different beliefs or expectations for different students?
3. Memorization of mathematics facts is important but should not be the only focus
4. Does a dualistic statement help teachers better understand mathematics education
5. Students referred a lot associated to performance in assessment
What are the teachers' beliefs in the nature of the discipline of mathematics?
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