Self-perceived and observed practices of secondary school mathematics teachers

Teacher Development

Volumn 6, Issue 2, 2002, Pages 245-268

  Van Zoest, Laura R ^a   Breyfogle, M Lynn ^b   Ziebarth, Steven W ^a  

^a WESTERN MICHIGAN UNIVERSITY   (United States)

^b BUCKNELL UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85009573382     PISSN: 13664530     EISSN: 17475120     Source Type: Journal    
DOI: 10.1080/13664530200200167     Document Type: Article

References (23)

1. Cohen, D.K. (1990) A Revolution in One Classroom: the case of Mrs Oublier, Educational Evaluation and Policy Analysis, 12, pp. 327-345.
2. Cohen, D.K. (1991) Revolution in One Classroom (or, Then Again, Was It?), American Educator, 15(2), pp. 16-23, 44-48.
3. Cohen, D.K. & Hill, H.C. (2000) Instructional Policy and Classroom Performance: the mathematics reform in California, Teachers College Record, 102, pp. 294-343.
4. Cooney, T.J. (1985) A Beginning Teacher’s View of Problem Solving, Journal for Research in Mathematics Education, 16(5), pp. 324-336.
5. Enyart, A.M. & Van Zoest, L.R. (1998) Discourse, of Course: encouraging genuine mathematical conversations, Mathematics Teaching in the Middle School, 4(3), pp. 150-157.
6. Ernest, P. (1996) Varieties of Constructivism: a framework for comparison, in L.P. Steffe, P. Nesher, P. Cobb, G.A. Goldin & B. Greer (Eds) Theories of Mathematical Learning. Mahwah: Lawrence Erlbaum Associates.
7. Glidden, P.L. (1991) Teachers’ Reasons for Instructional Decisions, Mathematics Teacher, 84(8), pp. 610-614.
8. Holt, L. & Johnston, M. (1989) Graduate Education and Teachers’ Understandings: a collaborative case study of change, Teaching & Teacher Education, 5(2), pp. 81-92.
9. Jenness, M. (1999) Personal communication. February.
10. Lerman, S. (1990) Alternative Perspectives of the Nature of Mathematics and Their Influence on the Teaching of Mathematics, British Educational Research Journal, 16, pp. 53-61.
11. McNeil, J.D. (1990) Curriculum: a comprehensive introduction. Glenview: Scott, Foresman/Little, Brown Higher Education.
12. National Council of Teachers of Mathematics (1989) Curriculum and Evaluation Standards for School Mathematics. Reston: NCTM.
13. National Council of Teachers of Mathematics (1991) Professional Standards for Teaching Mathematics. Reston: NCTM.
14. National Council of Teachers of Mathematics (1995) Assessment Standards for School Mathematics. Reston: NCTM.
15. National Council of Teachers of Mathematics (2000) Principles and Standards for School Mathematics. Reston: NCTM.
16. National Research Council (1989) Everybody Counts: a report to the nation on the future of mathematics education. Washington: National Academy Press.
17. Parmalee, J. (1992) Instructional Patterns of Student Teachers of Middle School Mathematics: an ethnographic study. Unpublished doctoral dissertation, Illinois State University, Normal.
18. Raymond, A.M. (1997) Inconsistency between a Beginning Elementary School Teacher’s Mathematics Beliefs and Teaching Practice, Journal for Research in Mathematics Education, 28(5), pp. 550-576.
19. Thompson, A. (1992) Teachers’ Beliefs and Conceptions: a synthesis of the research, in D.A. Grouws (Ed.) Handbook of Research on Mathematics Teaching and Learning. New York: Macmillan.
20. Van Zoest, L.R., Hirsch, C.R., Alavi, Y. & Stenglien, S. (1996) Learning and Leading in Mathematics, Mathematics Teacher, 89(6), p. 540.
21. Wenglinsky, H. (2002) How Schools Matter: the link between teacher classroom practices and student academic performance, Education Policy Analysis Archives, 10(12). Retrieved February 14 from http://epaa.asu.edu/epaa
22. Wilson, M. & Goldenberg, M.P. (1998) Some Conceptions Are Difficult to Change: one middle school mathematics teacher’s struggle, Journal of Mathematics Teacher Education, 1, pp. 269-293.
23. Wilson, M.S. & Lloyd, G.M. (2000) Sharing Mathematical Authority with Students: the challenge for high school teachers, Journal of Curriculum and Supervision, 15(2), pp. 146-169.