Exploring mathematics teacher knowledge to explain the gap between theory-based recommendations and school practice in the use of connecting tasks

Educational Studies in Mathematics

Volumn 66, Issue 3, 2007, Pages 349-371

  Leikin, Roza ^a   Levav Waynberg, Anat ^a  

^a UNIVERSITY OF HAIFA   (Israel)

Author keywords

Mathematics teachers; Multiple solution connecting tasks; Teacher knowledge; Teaching practice

Indexed keywords

EID: 34548495342     PISSN: 00131954     EISSN: 15730816     Source Type: Journal    
DOI: 10.1007/s10649-006-9071-z     Document Type: Article

References (40)

1. Askew, M. (2001). Policy, practices and principles in teaching numeracy: What makes a difference? In P. Gates (Ed.), Issues in mathematics teaching (pp. 105-119). London: Routledge.
2. Ball, D. L., Hill, H. C., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, fall 2005, 14-17, 20-22, 43-46.
3. Brown, J. S., Collins, A., & Diguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 1, 32-41.
4. Cobb, P. (2000). Conducting teaching experience in collaboration with teachers. In A. E. Kelly & R. A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 307-333). Mahwah, NJ: Erlbaum.
5. Cooney, T. J. (1994). Teacher education as an exercise in adaptation. In D. B. Aichele & A. F. Coxford (Eds.), Professional development for teachers of mathematics. 1994 yearbook (pp. 9-22). Reston, VA: NCTM.
6. Cooney, T. J., & Krainer, K. (1996). Inservice mathematics teacher education: The importance of listening. In A. J. Bishop, et al. (Eds.), International handbook of mathematics education (pp. 1155-1185). Dordrecht, The Netherlands: Kluwer.
7. Dewey, J. (1933). How we think: A statement of the relation of reflective thinking to the educative process. Boston, MA: D.C. Heath and Co.
8. Ervynck, G. (1991). Mathematical creativity. In D. Tall (Ed.), Advanced mathematical thinking (pp. 42-53). Dordrecht, The Netherlands: Kluwer.
9. Fennema, E., & Romberg, T. A. (Eds.) (1999). Classrooms that promote mathematical understanding. Mahwah, NJ: Erlbaum.
10. Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 65-97). New York: Macmillan.
11. House, P.A., & Coxford, A. F. (1995). Connecting mathematics across the curriculum: 1995 Yearbook. Reston, VA: NCTM.
12. Kennedy, M. M. (2002). Knowledge and teaching. Teacher and Teaching: Theory and Practice, 8, 355-370.
13. Krainer, K. (1993). Powerful tasks: A contribution to a high level of acting and reflecting in mathematics instruction. Educational Studies in Mathematics, 24, 65-93.
14. Lampert, M., & Ball, D. L. (1999). Aligning teacher education with contemporary K-12 reform visions. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 33-53). San Francisco: Jossey-Bass.
15. Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture and Activity, 3, 149-164.
16. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
17. Leikin, R. (2003). Problem-solving preferences of mathematics teachers. Journal of Mathematics Teacher Education, 6, 297-329.
18. Leikin, R. (2006). Learning by teaching: The case of the Sieve of Eratosthenes and one elementary school teacher. In R. Zazkis & S. Campbell (Eds.), Number theory in mathematics education: Perspectives and prospects (pp. 115-140). Mahwah, NJ: Erlbaum.
19. Leikin, R., Levav-Vineberg, A., Gurevich, I., & Mednikov, L. (2006). Implementation of multiple solution connecting tasks: Do students' attitudes support teachers' reluctance? FOCUS on Learning Problems in Mathematics, 28, 1-22.
20. Leinhardt, G. (1993). On teaching. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 4, pp. 1-54). Hillsdale, NJ: Erlbaum.
21. Ma, L. (1999). Knowing and teaching elementary mathematics: Teacher's understanding of fundamental mathematics in China and the United States. Hillsdale, NJ: Erlbaum.
22. National Council of Teachers of Mathematics (NCTM) (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
23. Neubrand, M. (2005). "COACTIV": Cognitive activation in the classroom and the professional knowledge of teachers of Mathematics. Personal communication at ICMI-Study 15: The Professional Education and Development of Teachers of Mathematics, Brazil, 15-21 May 2005.
24. Polya, G. (1973). How to solve it. A new aspect of mathematical method. Princeton, NJ: Princeton University Press.
25. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
26. Roth, W.-M. (1998). Designing communities. Boston: Kluwer Academic Publication.
27. Scheffler, I. (1965). Conditions of knowledge. An introduction to epistemology and education. Glenview, IL: Scott, Foresman.
28. Schoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of "well-taught" mathematics courses. Educational Psychologist, 23, 145-166.
29. Schoenfeld, A. H. (1991). On mathematics as sense-making: An informal attack on the unfortunate divorce of formal and informal mathematics. In J. Voss, D. N. Perkins, & J. Segal (Eds.), Informal reasoning and education (pp. 311-343). Hillsdale, NJ: Erlbaum.
30. Shulman, L. S. (1986). Those who understand: Knowing growth in teaching. Educational Researcher, 5(2), 4-14.
31. Silver, E. A., Ghousseini, H., Gosen, D., Charalambous, C., & Font Strawhun, B. T. (2005). Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom. Journal of Mathematical Behavior, 24, 287-301.
32. Simon, A. M. (1997). Developing new models of mathematics teaching: An imperative for research on mathematics teacher development. In E. Fennema & B. Scott-Nelson (Eds.), Mathematics teachers in transition (pp. 55-86). Mahwah, NJ: Erlbaum.
33. Skemp, R. R. (1987). The psychology of learning mathematics. Hillsdale, NJ: Erlbaum.
34. Steinbring, H. (1998). Elements of epistemological knowledge for mathematics teachers. Journal of Mathematics Teacher Education, 1(2), 157-189.
35. Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. New York, NY: The Free Press.
36. Tirosh, D., & Graeber, A. (2003). Challenging and changing mathematics teaching classroom practices. In A. J. Bishop, M. A. Clements, D. Brunei, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), The second international handbook of mathematics education (pp. 643-687). Dordrecht, The Netherlands: Kluwer.
37. Watson, A., & Mason, J. (2005). Mathematics as a constructive activity: Learners generating examples. Mahwah, NJ: Erlbaum.
38. Wilson, S., Shulman, L., & Richert, A. E. (1987). "150" Different ways of knowledge in teaching. Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers' thinking (pp. 1-37). London, UK: Cassell.
39. Yerushalmy, M., & Chazan, D. (2002). Flux in school algebra: Curricular change, graphing technology, and research on student learning and teacher knowledge. In L. English (Ed.), Handbook of international research in mathematics education (pp. 725-755). New Jersey, NJ: Erlbaum.
40. Zazkis, R., & Leikin, R. (in press). Learner generated examples: From pedagogical to a research tool. For the Learning of Mathematics.