Abstract
The study investigated the effects of two reflection support programs on elementary school mathematics teachers' pedagogical problem solving view. Sixty-two teachers participated in a professional development program. Thirty teachers were assigned to the self-questioning (S_Q) training and thirty two teachers were assigned to the reflection discourse (R_D) training. The S_Q program was based on the IMPROVE self-questioning approach which emphasizes systematic discussion along the phases of mathematical or pedagogical problem solving as student and teacher. The R_D program emphasized discussion of standard based teaching and learning principles. Findings indicated that systematic reflection support (S_Q) is effective for developing mathematics PCK, and strengthening metacognitive knowledge of mathematics teachers, more than reflection discourse (R_D). No differences were found between the groups in developing beliefs about teaching mathematics in using problem solving view.
| Original language | English |
|---|---|
| Pages (from-to) | 137-153 |
| Number of pages | 17 |
| Journal | International Electronic Journal of Elementary Education |
| Volume | 2 |
| Issue number | 1 |
| State | Published - Oct 2009 |
Bibliographical note
Item Citation: International Electronic Journal of Elementary Education, Vol 2, Iss 1, Pp 137-153 (2009)Related Material: http://www.iejee.com/index.php/ojs/article/view/54/39
Related Material: https://doaj.org/toc/1307-9298
Accession Number: edsdoj.3a1983dba1fb4de3a09dcf859480f042; Publication Type: Academic Journal; Source: International Electronic Journal of Elementary Education; Language: English; Format: electronic resource; Publication Date: 20091001; Imprint: Kura Publishing, 2009.
Keywords
- Beliefs
- Elementary mathematics teachers
- Metacognition
- Pck
- Reflection support