Preservice Teachers' Beliefs and Practice After Participating in an Integrated Content/Methods Course

School Science and Mathematics

Volumn 102, Issue 1, 2002, Pages 4-14

  Hart, Lynn C ^a  

^a GEORGIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0012004559     PISSN: 00366803     EISSN: 19498594     Source Type: Journal    
DOI: 10.1111/j.1949-8594.2002.tb18191.x     Document Type: Article

References (38)

1. Ball, D.L. (1994, November). Developing mathematics reform: What don't we know about teacher learning — but would make good hypotheses? Paper presented at the conference on Teacher Enhancement in Mathematics, K-6, National Science Foundation, Washington, DC.
2. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
3. Bennett, A.B., & Nelson, L. T. (1998). Mathematics for elementary teachers: A conceptual approach (5th ed.). Boston: McGraw-Hill.
4. Bower, G.H., & Hilgard, E.R. (1981). Theories of learning (5th ed.). Englewood Cliffs, NJ: Prentice-Hall.
5. Boy, A.V., & Pine, G.J. (1988). Fostering psychological development in the classroom. Springfield, IL: C.C. Thomas.
6. Brown, C.A. (1985). A study of the socialization to teaching of a beginning mathematics teacher. Unpublished doctoral dissertation, University of Georgia, Athens.
7. Brown, C., Cooney, T.A., & Jones, D. (1990) Mathematics teacher education. In W.R. Houston (Ed.), Handbook of research on teacher education. (pp. 639–656). New York: Macmillan.
8. Confrey, J. (1987). The current state of constructivist thought in mathematics education. Unpublished manuscript.
9. Cooney, T.J. (1985). A beginning teacher's view of problem solving. Journal of Research in Mathematics Education, 16, 324–336.
10. Flavell, J.H. (1979). Metacognition and cognitive monitoring. American Psychologist, 34(10), 906–911.
11. Garafalo, J., & Lester, F. (1985). Metacognition, cognitive monitoring, and mathematical performance. Journal of Research in Mathematics Education, 16(3), 163–176.
12. Gergen, K. (1992, February). From construction in contest to reconstruction in education. Paper presented at the Conference on Constructivism in Education, University of Georgia, Athens, GA.
13. Hart, L.C. (1993, April). Issues of potential conflict in purposeful sampling, access and the development of trust in teacher change research. In K. Shaw (Chair), Issues in teacher change research. Symposium presented at the annual meeting of the AERA Special Interest Group: Research in Mathematics Education, Seattle, WA.
14. Hart, L.C. (1994). Shared authority: Roadblock to teacher change? In J.R. Becker & B. Pence (Eds.), Proceedings of the 15th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. II (pp. 189–197). Asilomar, CA: University of California Press.
15. Hart, L.C. (1999). Teachers' perceptions and beliefs about factors that influence change in their pedagogy. In E. Pehkonen & G. Toerner, (Eds.), Mathematical beliefs and their impact on teaching and learning mathematics (pp. 43–50). Proceedings of the Conference on Mathematical Beliefs and Their Impact on Teaching and Learning. Oberwalfach, Germany: Universitat of Duisburg.
16. Hermann, B.A. (1990). Teaching preservice teachers how to model thought processes. Teacher education and special education, 13(2), 73–81.
17. Hoffman, K. (1989). The science of patterns: A practical philosophy of mathematics education. Paper presented at he annual meeting of the AERA Special Interest Group: Research in Mathematics Education, San Francisco, CA.
18. Lerman, S. (1997). The psychology of mathematics teacher learning: In search of theory. In E. Pehkonnen (Ed.), Proceedings of the 21st International Meeting of the International Group for the Psychology of Mathematics Education (Vol 3, pp. 200–207). Lahti, Finland.
19. Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
20. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics, Reston, VA: Author.
21. National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics, Reston, VA: Author.
22. National Council of Teachers of Mathematics. (1995). Assessment standards for school mathematics, Reston, VA: Author.
23. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics, Reston, VA: Author.
24. Pajares, M.F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(1), 307–332.
25. Phillips, D.C. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, 24(7), 5–12.
26. Reys, R. E., Suydam, M. N., Lindquist, M. M., & Smith, N.L. (1998). Helping children learn mathematics (5th ed.). Boston: Allyn and Bacon.
27. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 102–119. New York: Simon & Schuster.
28. Rotter, J.B. (1992). The development and applications of social learning theory: Selected papers. New York: Praeger.
29. Schifter, D. (Ed.). (1995). What's happening in math class? Reconstructing professional identities, Vols. 1 & 2. New York: Teacher's College Press.
30. Schifter, D. (1998). Learning mathematics for teaching: From a teachers' seminar to the classroom. Journal of Mathematics Teacher Education, 1(1), 55–87.
31. Schoenfeld, A. (1987). Cognitive science and mathematics education. Hillsdale, NJ: Lawrence-Erlbaum Associates.
32. Schoenfeld, A. (1989). Explorations of students' mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20(4), 338–355.
33. Simon, M. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal of Research in Mathematics Education, 26(2), 114–145.
34. Steffe, L., & D'Ambrosio, B.S. (1995). Toward a working model of constructivist teaching: A reaction to Simon. Journal of Research in Mathematics Education, 26(2), 146–159.
35. Thompson, A.G. (1984). The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2), 105–127.
36. Thompson, A.G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York: MacMillan.
37. Von Glasersfeld, E. (1983). Learning as a constructive activity. Proceedings of the Fifth Annual Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 41–69), Montreal.
38. Zollman, A., & Mason, E. (1992). The Standards' Beliefs Instrument (SBI): Teachers' beliefs about the NCTM Standards. School Science and Mathematics, 92(7), 359–364.