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Primary teachers’ beliefs about the use of mathematics textbooks
 in 31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA31), 28 June–1
, 2008
"... This paper describes a smallscale investigation of the beliefs teachers hold about student textbooks and the factors that influence their decision to use them in mathematics lessons. Findings suggest that teachers’ decisions to use textbooks in mathematics are influenced by external factors, the te ..."
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This paper describes a smallscale investigation of the beliefs teachers hold about student textbooks and the factors that influence their decision to use them in mathematics lessons. Findings suggest that teachers’ decisions to use textbooks in mathematics are influenced by external factors, the teachers ’ perceived educational value of textbooks and, the teachers ’ personal confidence and competence to teach mathematics. However, there is some evidence to suggest that contrary to previous studies, the 34 Queensland teachers surveyed appear to make less frequent use of textbooks and are more discerning about the manner in which they use textbooks in their classrooms. In contemporary primary mathematics classrooms the existence of commercially produced resources such as concrete materials, tuition software and student textbooks is widespread. Such resources have been designed to complement and augment mathematics teaching and learning. Research in recent times has shown Australian teachers are dependant on a wide variety of these commercially produced curriculum resources, particularly the student textbook, for delivering the curriculum (Shield, 1991; Watt, 2002). However, teachers ’ heavy dependence on the mathematics textbook as a means of improving the educational outcomes of students is problematic, as the value of textbooks to student learning is presently illdefined (Zevenbergen, Dole, & Wright, 2004). Taking into account the lack of conclusive evidence supporting the efficacy of textbooks, the
University mathematics teachers' views on the required reasoning in calculus exams
 The Montana Mathematics Enthusiast
, 2012
"... Abstract: Students often use imitative reasoning, i.e. copy algorithms or recall facts, when solving mathematical tasks. Research shows that this type of imitative reasoning might weaken the students ' understanding of the underlying mathematical concepts. In a previous study, the author clas ..."
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Abstract: Students often use imitative reasoning, i.e. copy algorithms or recall facts, when solving mathematical tasks. Research shows that this type of imitative reasoning might weaken the students ' understanding of the underlying mathematical concepts. In a previous study, the author classified tasks from 16 final exams from introductory calculus courses at Swedish universities. The results showed that it was possible to pass 15 of the exams, and solve most of the tasks, using imitative reasoning. This study examines the teachers ' views on the reasoning that students are expected to perform during their own and others mathematics exams. The results indicate that the exams demand mostly imitative reasoning since the teachers think that the exams otherwise would be too difficult and lead to too low passing rates.
Empirical Study
"... This article presents an empirical study of key IS issues among Norwegian IS managers. We look at which issues the IS managers perceive as most important. In addition we test how the perception of key issue importance is moderated by industry type and position. We find that four issues are significa ..."
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This article presents an empirical study of key IS issues among Norwegian IS managers. We look at which issues the IS managers perceive as most important. In addition we test how the perception of key issue importance is moderated by industry type and position. We find that four issues are significantly correlated with industry type or IS manager position.
Article in press: Mathematical Thinking and Learning.
"... As mathematics teachers attempt to promote classroom discourse that emphasizes reasoning about mathematical concepts and supports students ’ development of mathematical autonomy, not all students will participate similarly. For the purposes of this research report, I examined how 15 seventhgrade st ..."
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As mathematics teachers attempt to promote classroom discourse that emphasizes reasoning about mathematical concepts and supports students ’ development of mathematical autonomy, not all students will participate similarly. For the purposes of this research report, I examined how 15 seventhgrade students participated during wholeclass discussions in two mathematics classrooms. Additionally, I interpreted the nature of students ’ participation in relation to their beliefs about participating in wholeclass discussions, extending results reported previously (Jansen, 2006) about a wider range of students ’ beliefs and goals in discussionoriented mathematics classrooms. Students who believed mathematics discussions were threatening avoided talking about mathematics conceptually across both classrooms, yet these students participated by talking about mathematics procedurally. Additionally, students ’ beliefs about appropriate behavior during mathematics class appeared to constrain whether they critiqued solutions of their classmates in both classrooms. Results suggest that coordinating analysis of students ’ beliefs and participation, particularly focusing on students who participate outside of typical interaction patterns in a classroom, can provide insights for engaging more students in mathematics classroom discussions.
WETENSCHAPPEN DOOR
"... Fien Depaepe, The culture and practices in sixthgrade mathematics classrooms. An attempt to unravel relationships between social and individual aspects in problemsolving lessons. ..."
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Fien Depaepe, The culture and practices in sixthgrade mathematics classrooms. An attempt to unravel relationships between social and individual aspects in problemsolving lessons.
Connecting Beliefs and Missed Opportunities 1 Connecting Beliefs and Missed Opportunities: An Opportunity for Graduate Student Instructors ’ Reflection on Teaching
"... There is an expressed need for structured reflection on Graduate Student Instructor (GSI) teaching practice (Austin, 2002). Aligned with Schoenfeld’s theory of teaching (1998, 1999) and a framework suggested in Arcavi and Schoenfeld (2008), this study provides a model for such reflection in which we ..."
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There is an expressed need for structured reflection on Graduate Student Instructor (GSI) teaching practice (Austin, 2002). Aligned with Schoenfeld’s theory of teaching (1998, 1999) and a framework suggested in Arcavi and Schoenfeld (2008), this study provides a model for such reflection in which we identify GSI beliefs from interviews, observe GSI/student interactions in video data, and draw connections between the professed beliefs and decisionmaking in interactions with students. Using one illuminating example, we illustrate how these beliefs shaped the interactions in such a way that leads to “missed opportunities ” – instances in which there is an observable disconnect between the mathematical issues discussed among a group of students before and during interaction with a GSI. Highlighting the connection between beliefs and missed opportunities is meant to be a useful space for reflection to improve teaching practices.
ACCEPTANCE This dissertation, TEACHER BELIEFS AND PRACTICES IN DESIGNING AND IMPLEMENTING PROBLEM BASED LEARNING IN THE SECONDARY MATHEMATICS
, 2014
"... This Dissertation is brought to you for free and open access by the Department of Middle and Secondary Education at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Middle and Secondary Education Dissertations by an authorized administrator of ScholarWorks @ ..."
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This Dissertation is brought to you for free and open access by the Department of Middle and Secondary Education at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Middle and Secondary Education Dissertations by an authorized administrator of ScholarWorks @
Teaching Assistants
"... International and domestic mathematics teaching assistants (MTAs) are a critical part of mathematics education because they teach a substantial portion of lowlevel mathematics courses at research institutions. Even if there are several factors to build on MTAs ’ pedagogical practices, MTAs ’ belief ..."
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International and domestic mathematics teaching assistants (MTAs) are a critical part of mathematics education because they teach a substantial portion of lowlevel mathematics courses at research institutions. Even if there are several factors to build on MTAs ’ pedagogical practices, MTAs ’ beliefs significantly influence the MTAs ’ practices. The purpose of this study is to explore different beliefs and pedagogical practices between international and domestic MTAs. The findings reveal that there is consistency between the MTAs ’ beliefs and their pedagogical practices. In addition, the two groups adopt significantly different approaches of how to teach new concepts, definitions, and problem solving for students ’ conceptual understanding and how to interact with their students. These results contribute to the body of knowledge of MTAs and the adaptation of professional development programs of MTAs. In addition, faculty in mathematics has an opportunity to understand the differences in beliefs and pedagogical practices between IMTAs and DMTAs.
Learning in the Context of Professional Development
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This Article is brought to you for free and open access by the Instructional