Article Review
The relationship of teachers’ conceptions of mathematics and mathematics
teaching to instructional practice
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Gonzalez, A. (1984). The relationship of teachers’ concepts of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2), 105-127.
There is a
relationship between practice and conceptions of mathematics and the teaching
of mathematics. The beliefs of the teachers and their preferences and views
about the subject of mathematics play a significant role in structuring their
instructional behavior. The conceptual and practical differences among teachers
can be explained through a discussion of properties of the different systems of
concepts.
The
teachers’ instructional practice is shaped by their patterns of behavior. At
times, these patterns might be the manifestations of the beliefs the teachers
hold or what they prefer. Such beliefs and notions may act as drivers of the
behavior displayed by the teacher. They may occur unconsciously since they are
behaviors that have developed out of the experiences of the teacher.
The
authors were seeking to get answers for the question of whether the beliefs and
views held by the teachers about the subject of mathematics and its teaching
affected their instructional practices. The other question was of the behavior
of the teachers and they were seeking to establish whether their conceptions
influenced the behavior. The differences among the teachers were also studied
and this was in their teaching of mathematics and their concepts in mathematics
(Gonzalez, 1984).
The study
that was conducted was one among the many that should be conducted in order to
identify the major factors that may facilitate the teaching process of the
teachers. The conceptions of the teacher are related to their decisions and
behavior in giving instructions but in a complex way. Other things that affect
such decisions include beliefs that are held by the teacher even if they are
not related to mathematics.
The
teachers generally have conceptions about teaching that are not necessarily
related to mathematics. They also understand the emotional and social make-up
of the students in their classrooms. This is important in that they play a role
in shaping the instructional behavior and the decisions they make. These views
and beliefs may take precedence over the teaching of the subject of mathematics
for some teachers.
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