Routines and collective orientations in mathematics teachers' professional development

Educational Studies in Mathematics

Volumn 67, Issue 2, 2008, Pages 93-110

  Gellert, Uwe ^a  

^a FREIE UNIVERSITÄT BERLIN   (Germany)

Author keywords

Collective orientations; Communities of teachers of mathematics; Phenomenological group interview; Primary mathematics education; Professional development; Routines

Indexed keywords

EID: 38349093994     PISSN: 00131954     EISSN: 15730816     Source Type: Journal    
DOI: 10.1007/s10649-007-9089-x     Document Type: Article

References (80)

1. Adler, J. (2001). Teaching mathematics in multilingual classrooms. Dordrecht, The Netherlands: Kluwer.
2. Arbaugh, F. (2003). Study groups as a form of professional development for secondary mathematics teachers. Journal of Mathematics Teacher Education, 6, 139-163.
3. Barwell, R. (2003). Discursive psychology and mathematics education. Possibilities and challenges. Zentralblatt für Didaktik der Mathematik, 35(5), 201-207.
4. Becker, J. P., & Selter, C. (1996). Elementary school practices. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), International Handbook of Mathematics Education (pp. 511-564). Dordrecht, The Netherlands: Kluwer.
5. Bernstein, B. (1999). Vertical and horizontal discourse - An essay. British Journal of Sociology of Education, 20(2), 157-173.
6. Blumer, H. (1954). What is wrong with social theory? American Sociological Review, 19(1), 3-10.
7. Bohnsack, R. (1989). Generation, Milieu und Geschlecht [Generation, milieu, and sex]. Opladen, Germany: Leske + Budrich.
8. Bohnsack, R. (1993). Rekonstruktive Sozialforschung [Reconstructive research in social science]. Opladen, Germany: Leske + Budrich.
9. Bourdieu, P. (1991). Language and symbolic power. Cambridge: Polity.
10. Bourdieu, P., & Passeron, J.-C. (1977). Reproduction in education and culture. Beverly Hills: SAGE.
11. Bromme, R. (1992) Der Lehrer als Experte. Zur Psychologie des professionellen Wissens [The teacher as an expert. The psychology of professional knowledge]. Bern, Switzerland: Hans Huber.
12. Bromme, R., & Brophy, J. (1986). Teachers' cognitive activities. In B. Christiansen, A. G. Howson, & M. Otte (Eds.), Perspectives on mathematics education (pp. 99-139). Dordrecht, The Netherlands: Reidel.
13. Carlgren, I. (1999). Professionalism and teachers as designers. Journal of Curriculum Studies, 31(1), 43-56.
14. Clarke, B., Clarke, D., & Sullivan, P. (1996). The mathematics teacher and curriculum development. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), International Handbook of Mathematics Education (pp. 1207-1233). Dordrecht, The Netherlands: Kluwer.
15. Denzin, N. K., & Lincoln, Y. S. (Eds.) (1994). Handbook of qualitative research. Thousand Oaks: SAGE.
16. Edwards, J. A. (1993). Principles and contrasting systems of discourse transcription. In J. A. Edwards & M. D. Lampert (Eds.), Talking data. Transcription and coding in discourse research (pp. 3-31). Hillsdale: Lawrence Erlbaum.
17. Edwards, D. (1997). Discourse and cognition. London: SAGE.
18. Fontana, A., & Frey, J. H. (1994). Interviewing: The art of science. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 360-376). Thousand Oaks: SAGE.
19. Franke, M., Fennema, E., & Carpenter, T. (1997). Changing teachers: Interactions between beliefs and classroom practice. In E. Fennema & B. Nelson (Eds.), Mathematics teachers in transition (pp. 255-282). Mahwah: Lawrence Erlbaum.
20. Friedman, M. (2000). Feminism in ethics. Conceptions of autonomy. In M. Fricker & J. Hornsby (Eds.), The Cambridge companion to feminism in philosophy (pp. 205-224). Cambridge: Cambridge University Press.
21. Fullan, M. (1982). The meaning of educational change. New York: Teachers College Press.
22. Gellert, U. (1999). Prospective elementary teachers' comprehension of mathematics instruction. Educational Studies in Mathematics, 37(1), 23-43.
23. Gellert, U. (2003a). Mathematikunterricht und Innovation [Mathematics education and innovation]. Berlin, Germany: Franzbecker.
24. Gellert, U. (2003b). Researching teacher communities and networks. Zentralblatt für Didaktik der Mathematik, 35(5), 224-232.
25. Gellert, U. (2003c). Veränderungen des fachbezogenen Lehreralltags. Theoretische Bestimmungen, methodologische Konsequenzen und ein Forschungsbeispiel [Changing the subject matter related routines of teachers. Definitions, methodology, and a research case]. Berlin, Germany: Franzbecker.
26. Gellert, U. (2004). Didactic material confronted with the concept of mathematical literacy. Educational Studies in Mathematics, 55(1-3), 163-179.
27. Gellert, U. (2005). Parents: Support or obstacle for curriculum innovation? Journal of Curriculum Studies, 37(3), 313-328.
28. Gergen, K. J. (1994). Realities and relationships. Cambridge: Harvard University Press.
29. Gravemeijer, K. (1994). Developing realistic mathematics education. Utrecht, The Netherlands: CD-β-Press.
30. Halbwachs, M. (1968). La mémoire collective. Paris: Presse Universitaires de France.
31. Jaworski, B., & Gellert, U. (2003). Educating new mathematics teachers. Integrating theory and practice, and the roles of practising teachers. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (pp. 829-875). Dordrecht, The Netherlands: Kluwer.
32. Jungwirth, H. (1993). Routines in classroom discourse: An ethnomethodological approach. European Journal of Psychology of Education, 8(4), 375-387.
33. Keitel, C. (1992). The education of teachers of mathematics: An overview. Zentralblatt für Didaktik der Mathematik, 24(7), 265-273.
34. Keitel, C., Gellert, U., Jablonka, E., & Müller, M. (Eds.) (1996). Mathematics (education) and common sense. Berlin, Germany: Free University of Berlin.
35. Kelle, U., & Kluge, S. (1999). Vom Einzelfall zum Typus. Fallvergleich und Fallkontrastierung in der qualitativen Sozialforschung [From the single case to the general type. Case comparison and contrast within qualitative studies in social science]. Opladen, Germany: Leske + Budrich.
36. Kerr, D. (2002). Devoid of community. Examining conceptions of autonomy in education. Educational Theory, 52(1), 13-25.
37. Koch, L. (1997). The growing pains of change: A case study of a third grade teacher. In J. Ferrini-Mundy & T. Schram (Eds.), Recognizing and recording reform in a mathematics education project: Insights, issues and implications (pp. 87-109). Reston: NCTM.
38. Krainer, K. (2003). Editorial. Teams, communities and networks. Journal of Mathematics Teacher Education, 6, 93-105.
39. Kvale, S. (1996). InterViews. An introduction to qualitative research interviewing. Thousand Oaks: SAGE.
40. Lachance, A., & Confrey, J. (2003). Interconnecting content and community. A qualitative study of secondary mathematics teachers. Journal of Mathematics Teacher Education, 6, 107-137.
41. Lapadat, J. C., & Lindsey, A. C. (1999). Transcription in research and practice. From standardization of technique to interpretive positioning. Qualitative Inquiry, 5(1), 64-86.
42. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
43. Little, J. W. (1987). Teachers as colleagues. In V. Koehler (Ed.), Educator's handbook. A research perspective (pp. 491-518). New York: Longman.
44. Loos, P., & Schäffer, B. (2001). Das Gruppendiskussionsverfahren [Phenomenological group interview]. Opladen, Germany: Leske + Budrich.
45. Lortie, D. C. (1975). Schoolteacher. A sociological study. Chicago: University of Chicago Press.
46. Luhmann, N., & Schorr, K.-E. (1979). Reflexionsprobleme im Erziehungssystem [Problems of reflection within the system of education]. Stuttgart, Germany: Klett-Cotta.
47. Maher, C. A., & Alston, A. (1990). Teacher development in mathematics in a constructivist framework. In R. B. Davis, C. A. Maher, & N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics (pp. 147-165). Reston: NCTM.
48. Manouchehri, A., & Goodman, T. (2000). Implementing mathematics reform. The challenge within. Educational Studies in Mathematics, 42(1), 1-34.
49. Moscovici, S. (1998). The history and actuality of social representations. In U. Flick (Ed.), The psychology of the social (pp. 209-247). Cambridge: Cambridge University Press.
50. Moyer, P. S. (2001). Are we having fun yet? How teachers use manipulatives to teach mathematics. Educational Studies in Mathematics, 47, 175-197.
51. Müller, G. N., Steinbring, H., & Wittmann, E. C. (1997). 10 Jahre "mathe 2000". Bilanz und Perspektiven [10 years of "mathe 2000". Balance and perspectives]. Leipzig, Germany: Klett.
52. Myron Atkin, J. (1998). The OECD study of innovations in science, mathematics and technology education. Journal of Curriculum Studies, 30(6), 647-660.
53. NCTM (2000). Principles and standards for school mathematics. Reston: National Council of Teachers of Mathematics.
54. Noddings, N. (1996). On community. Educational Theory, 46(3), 245-266.
55. Pajares, M. F. (1992). 'Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
56. Paul, G., & Volk, T. L. (2002). Ten years of teacher workshops in an environmental problem-solving model: Teacher implementation and perceptions. The Journal of Environmental Education, 33(3), 10-20.
57. Peter-Koop, A., Santos-Wagner, V., Breen, C., & Begg, A. (Eds.) (2003). Collaboration in teacher education. Examples from the context of mathematics education. Dordrecht, The Netherlands: Kluwer.
58. Posch, P. (1996). Lehrerfortbildung als Schulentwicklung' [Teacher in-service education as school development]. In K. Krainer & P. Posch (Eds.), Lehrerfortbildung zwischen Prozessen und Produkten (pp. 17-31.). Bad Heilbrunn, Germany: Klinkhardt.
59. Prawat, R. (1992). Are changes in views about mathematics teaching sufficient? The case of a fifth-grade teacher. The Elementary School Journal, 93(2), 195-211.
60. Research Group "mathe 2000" (2001). Designing, researching, and implementing mathematical learning environments. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th International Conference, Psychology of Mathematics Education, vol. 1 (pp. 189-192). Utrecht, The Netherlands: Freudenthal Institute.
61. Reynolds, D., Creemers, B., Stringfield, S., Teddlie, C., & Schaffer, G. (Eds.) (2002). World class schools. International perspectives on school effectiveness. London: Routledge.
62. Roeder, P. M., & Schümer, G. (1986). Kommunikation und Kooperation von Lehrern. Beobachtungen in Haupt- und Gesamtschulen [Communication and co-operation of teachers. Observations made in lower secondary schools]. Berlin, Germany: Max-Planck-Institut für Bildungsforschung.
63. Rudduck, J. (1984). Introducing innovations to pupils. In D. Hopkins & M. Wideen (Eds.), Alternative perspectives on school improvement. London: Falmer.
64. Sacks, H. (1992). Lectures on conversation. Oxford: Blackwell.
65. Schlöglmann, W. (2004). Routines in non-routine problem solving processes. In M. Johnsen Hoines & A. B. Fuglestad (Eds.), Proceedings of the 28th International Conference, Psychology of Mathematics Education, vol. 4 (pp. 161-168). Bergen, Norway: Bergen University College.
66. Schlöglmann, W. (2005). 'Warum sind Unterrichtsformen so stabil? Zur individuellen wie sozialen Funktion von Routine' [Why are teaching methods so stable? The individual and social function of routines]. Journal für Mathematik-Didaktik, 26(2), 143-159.
67. Schön, D. A. (1983/1995). The reflective practitioner. How professionals think in action. Aldershot: Arena Ashgate.
68. Schütz, A. (1953). Common-sense and scientific interpretation of human action. Philosophy and Phenomenological Research, 14(1), 1-37.
69. Schwan Smith, M. (2001). Practice-based professional development for teachers of mathematics. Reston: NCTM.
70. Showers, B., Joyce, B., & Bennett, B. (1987). Synthesis of research on staff development: A framework for future study and a state-of-the-art analysis. Educational Leadership, 44(3), 77-87.
71. Simon, M. A., & Schifter, D. (1991). Towards a constructivist perspective: An intervention study of mathematics teacher development. Educational Studies in Mathematics, 22(4), 309-331.
72. Skott, J. (2004). The forced autonomy of mathematics teachers. Educational Studies in Mathematics, 55(1-3), 227-257.
73. Soeffner, H.-G. (1989). Auslegung des Alltags - Der Alltag der Auslegung. Zur wissenssoziologischen Konzeption einer sozialwissenschaftlichen Hermeneutik [Interpretation of daily routine - The daily routine of interpretation. Towards a conception of a sociological hermeneutics within the sociology of knowledge]. Frankfurt, Germany: Suhrkamp.
74. Stigler, J. W., & Hiebert, J. (1999). The teaching gap. Best ideas from the world's teachers for improving education in the classroom. New York: Free Press.
75. Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Grounded theory procedures and techniques. Newbury Park: SAGE.
76. Sullivan, P. (1989). An investigation of the impact of pre-service teacher education and other professional support on classroom practices of primary teachers. Doctoral dissertation, Monash University, Melbourne.
77. Tirosh, D., & Graeber, A. O. (2003). Challenging and changing mathematics teaching classroom practices. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (pp. 643-687). Dordrecht, The Netherlands: Kluwer.
78. Voigt, J. (1984). Interaktionsmuster und Routinen im Mathematikunterricht. Theoretische Grundlagen und mikroethnographische Falluntersuchungen [Interaction patterns and routines in the mathematics classroom. Theoretical foundations and micro-ethnographical case studies]. Weinheim, Germany: Beltz.
79. Wenger, E. (1998). Communities of practice. Learning, meaning, and identity. New York: Cambridge University Press.
80. Wittmann, E. C. (1992). Üben im Lernprozeß [The practicing of skills and the learning process]. In E. C. Wittmann & G. N. Müller (Eds.), Handbuch produktiver Rechenübungen, vol. 2 (pp. 175-182). Stuttgart, Germany: Klett.