The mathematical tale of two teachers: A longitudinal study relating mathematics instructional practices to level of intellectual development

Mathematics Education Research Journal

Volumn 18, Issue 1, 2006, Pages 3-26

  Cady, JoAnn ^a   Meier, Sherry L ^b   Lubinski, Cheryl A ^b  

^a UNIVERSITY OF TENNESSEE   (United States)

^b ILLINOIS STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 41149170189     PISSN: 10332170     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF03217427     Document Type: Article

References (39)

1. Ambrose, R. (2004). Initiating change in prospective elementary school teachers' orientations to mathematics teaching by building on beliefs. Journal of Mathematics Teacher Education, 4, 91-119
2. Australian Education Council. (1991). A national statement on mathematics for Australian schools. Melbourne: Curriculum Corporation
3. Baxter Magolda, M. B. (1999). Creating contexts for learning and self-authorship: Constructive-developmental pedagogy. Nashville, TN: Vanderbilt University Press
4. Baxter Magolda, M. B., & King, P. M. (Eds.). (2004). Learning partnerships: Theory and models of practice to educate for self-authorship. Sterling, VA: Stylus Publishing
5. Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: The development of self, voice, and mind. New York: Basic Books
6. Brownlee, J. (2004). Teacher education students' epistemological beliefs: Developing a relational model of teaching. Research in Education, 72, 1-17
7. Carpenter, T. P., Fennema, E., Peterson, P. L., & Carey, D. A. (1987). Teachers' pedagogical content knowledge of students' problem solving in elementary arithmetic. Journal for Research in Mathematics Education, 19(5), 385-401
8. Charmaz, K. (2000). Grounded theory: Objectivist and constructivist methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed.) (pp. 509-536). Thousand Oaks, CA: Sage Publications
9. Cooney, T. J. (1999). Conceptualising teachers' ways of knowing. Educational Studies in Mathematics, 38, 163-187
10. Cooney, T. J., & Shealy, B. E. (1997). On understanding the structure of teachers' beliefs and their relationship to change. In E. Fennema & B. S. Nelson (Eds.), Mathematics teachers in transition (pp. 87-109). Mahwah, NJ: Lawrence Erlbaum Associates
11. Cooney, T. J., Shealy, B. E., & Arvold, B. (1998). Conceptualising belief structures of preservice secondary mathematics teachers. Journal for Research in Mathematics Education, 29, 306-333
12. Ensor, P. (2001). From preservice mathematics teacher education to beginning teaching: A study in recontextualising. Journal for Research in Mathematics Education, 32, 296-320
13. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teacher's College Record, 103, 1013-1055
14. Fennema, E., Carpenter, T. P., & Loef, M. (1987). Mathematics belief scales. In E. Fennema, T. P. Carpenter, & P. L. Petersen (Eds.), Studies of the application of cognitive and instructional science to mathematics instruction. Madison, WI: University of Wisconsin-Madison
15. Foss, D. H., & Kleinsasser, R. C. (1996). Preservice elementary teachers' views of pedagogical and mathematical content knowledge. Teaching & Teacher Education, 11, 429-442
16. Frykholm, J. A. (1999). The impact of reform: Challenges for mathematics teacher preparation. Educational Studies in Mathematics, 2, 79-105
17. Gallagher, S. A. (1998). The road to critical thinking: The Perry scheme and meaningful differentiation. NASSP Bulletin, 82(595), 12-20
18. Griffith, J. V., & Chapman, D. W. (1982). Learning Context Questionnaire (LCQ). Davidson, NC: Davidson College
19. Hofer, B. K., & Pintrich, P. R., (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahweh, NJ: Lawrence Erlbaum Associates
20. Holt-Reynolds, D. (2000a). What does the teacher do? Constructivist pedagogies and prospective teachers' beliefs about the role of a teacher. Teaching and Teacher Education, 16(1), 21-32
21. Holt-Reynolds, D. (2000b). Prospective teachers as learners: Intellectual development and learning to teach. Paper presented at the Annual Meeting of the American Education Research Association, New Orleans, LA
22. Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62, 129-169
23. Lubinski, C. A., Otto, A. D., Rich, B. S., & Jaberg, P. A. (1995). Content knowledge, beliefs, and practices: A comparison among six preservice teachers. Paper presented at the Proceedings of the Seventeenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
24. Lubinski, C. A., Otto, A. D., Rich, B. S., & Jaberg, P. A. (1998). An analysis of two novice K-8 teachers using a model of teaching-in-context. Paper presented at the Twentieth Annual Meeting of the North American Chapter of the Psychology of Mathematics Education
25. Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74(3), 317-377
26. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards. Reston, VA: Author
27. National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author
28. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author
29. Perry, B. (1999). Head mathematics teachers' beliefs about the learning and teaching of mathematics. Mathematics Education Research Journal, 11(1), 39-53
30. Perry, W. G. (1970). Forms of intellectual and ethical development in the college years. San Francisco, CA: Jossey-Bass Publishers
31. Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28, 550-576
32. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 102-119). New York: Macmillan
33. Schuck, S. (1997). Using a research simulation to challenge prospective teachers' beliefs about mathematics. Teaching & Teacher Education, 5, 529-539
34. Skott, J. (2001). The emerging practices of a novice teacher: The roles of his school mathematics images. Journal of Mathematics Teacher Education, 4(1), 3-28
35. Steele, D. F. (2001). The interfacing of preservice and inservice experiences of reform-based teaching: A longitudinal study. Journal of Mathematics Teacher Education, 4(2), 139-172
36. Sutton, R. E., Cafarelli, R. L., Schurdell, D., & Bichsel, S. (1996). A developmental constructivist approach to pre-service teachers' ways of knowing. Teaching & Teacher Education, 12(413-427)
37. Szydlik, J. E., Szydlik, S. D., & Benson, S. R. (2003). Exploring changes in pre-service elementary teachers' mathematical beliefs. Journal of Mathematics Teacher Education, 6, 253-279
38. Vacc, N. N., & Bright, G. W. (1999). Elementary preservice teachers' changing beliefs and instructional use of children's mathematical thinking. Journal for Research in Mathematics Education, 30, 89-110
39. Warfield, J., Wood, T., & Lehman, J. D. (2005). Autonomy, beliefs and learning of elementary teachers. Teaching and Teacher Education, 21, 439-456