Journal ArticleDOI
Teachers' Conceptions of Integrated Mathematics Curricula.
Zandra de Araujo,Erik Jacobson,Laura M. Singletary,Patricia S. Wilson,Laura A. Lowe,Anne Marie Marshall +5 more
TLDR
The authors found that teachers had varied conceptions of what the term integrated meant in reference to mathematics curricula and these varied conceptions led to the development of the Conceptions of Integrated Mathematics Curricula Framework describing the different conceptions of integrated mathematics held by the teachers.Abstract:
In this qualitative research study, we sought to understand teachers' conceptions of integrated mathematics. The participants were teachers in the first year of implementation of a state-mandated, high school integrated mathematics curriculum. The primary data sources for this study included focus group and individual interviews. Through our analysis, we found that the teachers had varied conceptions of what the term integrated meant in reference to mathematics curricula. These varied conceptions led to the development of the Conceptions of Integrated Mathematics Curricula Framework describing the different conceptions of integrated mathematics held by the teachers. The four conceptions—integration by strands, integration by topics, interdisciplinary integration, and contextual integration—refer to the different ideas teachers connect as well as the time frame over which these connections are emphasized. The results indicate that even when teachers use the same integrated mathematics curriculum, they may have varying conceptions of which ideas they are supposed to connect and how these connections can be emphasized. These varied conceptions of integration among teachers may lead students to experience the same adopted curriculum in very different ways.read more
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Journal ArticleDOI
The Relationship between Attention Levels and Class Participation of First-Year Students in Classroom Teaching Departments.
TL;DR: In this paper, a study was conducted to uncover the factors that may influence K-3 inservice teachers' implementation of integrated curriculum (IC) and found that teachers overwhelmingly believed in the effectiveness of IC and their own knowledge and skills on IC, their agreement levels about other factors that might affect IC implementation varied.
Curricular and Didactic Conceptions of Interdisciplinarity in the Field of Education: A Socio-Historical Perspective.
TL;DR: In this paper, Lépine presents two conceptions of interdisciplinarity in primary and middle school education (though the conceptions are apparent at other levels, also), one Anglo-Saxon and American based on the notion of curriculum, the other French and European, based on a notion of epistemology.
Journal ArticleDOI
Teachers' Perspectives: Factors That Impact Implementation of Integrated Curriculum in K-3 Classrooms.
Yao Fu,Susan Sibert +1 more
Journal Article
Learning to Teach Music-themed Mathematics: An Examination of Preservice Teachers’ Beliefs about Developing and Implementing Interdisciplinary Mathematics Pedagogy
Song A. An,Meilan Zhang,Daniel Tillman,Lawrence M. Lesser,Annette Siemssen,Josefina Tinajero +5 more
TL;DR: In this article, a group of 21 preservice teachers with opportunities to learn about interdisciplinary mathematics pedagogy, plus the experience of implementing inter-disciplinary mathematics with real elementary students.
Journal Article
Exploring STEM education through pre-service teacher conceptualisations of mathematics
Audrey Cooke,Rebecca Walker +1 more
TL;DR: In this article, the authors examined links between pre-service teachers' perceptions of their use of mathematics in their everyday lives and their beliefs regarding the relevance of classroom mathematics to students' everyday lives.
References
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Journal Article
Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School
Jo Boaler,Megan Staples +1 more
TL;DR: The authors conducted a longitudinal study of three high schools and found that students at one school, Railside, demonstrated greater gains in achievement than students at the other two schools and higher overall achievement on a number of measures.
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Teachers' Orientations Toward Mathematics Curriculum Materials: Implications for Teacher Learning
TL;DR: This paper found that teachers had orientations toward using curriculum materials that influenced the way they used them regardless of whether they agreed with the mathematical vision within the materials, and that different uses of the curriculum led to different opportunities for student and teacher learning.
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Curriculum Materials as a Professional Development Tool: How a Mathematics Textbook Affected Two Teachers' Learning
TL;DR: In this paper, the authors report on two upper-elementary teachers' learning through their use of potentially educative mathematics curriculum materials without additional professional development, and find that teachers' dynamic and divergent nature of opportunities to learn through reading materials and enacting lessons illustrated the teachers' relationship between beliefs integral to teachers' identity and those that are targets for change.
Journal ArticleDOI
On the foundations of mathematics.
TL;DR: The notion of irreducibility of the system of undefined symbols was introduced by Padoa as mentioned in this paper, who defined the notion of reducible systems of symbols as a way of defining the objects of consideration rather by a body of properties than by particular expressions or intuitions.
Journal ArticleDOI
Two Teachers' Conceptions of a Reform-Oriented Curriculum: Implications for Mathematics Teacher Development
TL;DR: In this paper, the authors describe two high school teachers' conceptions of the cooperation and exploration components of a reform-oriented mathematics curriculum, and discuss the similarities and differences in the teachers" conceptions.