Curricular influences on the motivational beliefs and practice of two middle school mathematics teachers

A follow-up study

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

In this study I examine the structures of 2 teachers' beliefs about what makes mathematics intrinsically motivating and provide instances of the representations of their beliefs at 2 times: before the introduction of middle school mathematics curricula organized around the tenets of Realistic Mathematics Education and after 1 year of implementing a pilot program. Personalconstructs analyses are paired with observations of teachers' classrooms and their beliefs and perceptions as reported in semistructured interviews. Results indicate that the teachers became more attuned to the conceptual complexity and challenge of mathematics activities and placed less emphasis on task ease over their year of involvement in the pilot program. Results are discussed in relation to "job-embedded learning," a form of staff development that fosters teachers' development of meaning with regard to reforms, and how such learning enables shifts in teacher beliefs and practice.

Original languageEnglish (US)
Pages (from-to)356-358
Number of pages3
JournalJournal for Research in Mathematics Education
Volume30
Issue number3
StatePublished - May 1999

Fingerprint

mathematics
teacher
Mathematics Education
learning
Beliefs
Influence
staff
curriculum
classroom
reform
interview
education
Learning
Form
Curriculum
Observation
Meaning

Keywords

  • Beliefs
  • Curriculum
  • Motivation
  • Reform in mathematics education
  • Teacher beliefs

ASJC Scopus subject areas

  • Education

Cite this

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abstract = "In this study I examine the structures of 2 teachers' beliefs about what makes mathematics intrinsically motivating and provide instances of the representations of their beliefs at 2 times: before the introduction of middle school mathematics curricula organized around the tenets of Realistic Mathematics Education and after 1 year of implementing a pilot program. Personalconstructs analyses are paired with observations of teachers' classrooms and their beliefs and perceptions as reported in semistructured interviews. Results indicate that the teachers became more attuned to the conceptual complexity and challenge of mathematics activities and placed less emphasis on task ease over their year of involvement in the pilot program. Results are discussed in relation to {"}job-embedded learning,{"} a form of staff development that fosters teachers' development of meaning with regard to reforms, and how such learning enables shifts in teacher beliefs and practice.",
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