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  • Teachers' Responses to an Investigative Mathematics Syllabus: Their Goals and Practices

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    Author(s)
    Norton, Stephen John
    Griffith University Author(s)
    Norton, Stephen J.
    Year published
    2002
    Metadata
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    Abstract
    Despite attempts to encourage teachers to adopt investigative teaching behaviours, there is strong evidence of the resilience of teacher-centred school mathematics teaching. This study uses interpretive research methods to explore teachers’ practices and relate these to their goals. Analysis of case studies indicates that syllabus documents have influenced teachers’ choices of teaching strategies. Most teachers had calculation-based goals for less able students and conceptual goals for more able students. Three distinct teaching strategies were identified and described. The relationships between teachers’ goals, beliefs, and ...
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    Despite attempts to encourage teachers to adopt investigative teaching behaviours, there is strong evidence of the resilience of teacher-centred school mathematics teaching. This study uses interpretive research methods to explore teachers’ practices and relate these to their goals. Analysis of case studies indicates that syllabus documents have influenced teachers’ choices of teaching strategies. Most teachers had calculation-based goals for less able students and conceptual goals for more able students. Three distinct teaching strategies were identified and described. The relationships between teachers’ goals, beliefs, and practices can guide the construction of teacher programmes that focus on student construction of knowledge.
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    Journal Title
    Mathematics Education Research Journal.
    Volume
    14
    Issue
    1
    DOI
    https://doi.org/10.1007/BF03217115
    Copyright Statement
    © 2002 MERGA. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/65963
    Collection
    • Journal articles

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