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Taiwanese elementary teachers' mathe...

Wang, Li-Ching.

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Taiwanese elementary teachers' mathematics beliefs and the relationship to instructional practices in the context of constructivist curriculum change.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Taiwanese elementary teachers' mathematics beliefs and the relationship to instructional practices in the context of constructivist curriculum change./
Author:	Wang, Li-Ching.
Description:	325 p.
Notes:	Source: Dissertation Abstracts International, Volume: 58-11, Section: A, page: 4179.
Contained By:	Dissertation Abstracts International58-11A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9816538
ISBN:	9780591677706

Taiwanese elementary teachers' mathematics beliefs and the relationship to instructional practices in the context of constructivist curriculum change.
Wang, Li-Ching.

Taiwanese elementary teachers' mathematics beliefs and the relationship to instructional practices in the context of constructivist curriculum change. - 325 p.

Source: Dissertation Abstracts International, Volume: 58-11, Section: A, page: 4179.

Thesis (Ph.D.)--University of Maryland, College Park, 1997.

In 1996, mathematics curriculum standards with a constructivist orientation began to be introduced in Taiwanese elementary classrooms. In this context, this study investigates teachers' beliefs about teaching mathematics, about children's mathematics learning (concerning: informal mathematical knowledge, problem solving, gender differences, and attributions), and about the relationship between beliefs and instructional practices. This study also provides a basis for the design of in-service programs. Both quantitative and qualitative methodologies were employed. Important findings from this study include the following. First, this study identifies the category of the transitional teacher, who appears to be changing from a traditional teacher to a constructivist teacher. The transitional teachers adopt the "student-manipulate-teacher-instruct" approach, whereas the constructivist teachers use the "student-problem solving-teacher-facilitate" approach in the mathematics classroom. Second, in contrast with existing literature which suggests that Taiwanese teachers are performance oriented, this survey of 334 Taiwanese elementary teachers showed that their beliefs about teaching mathematics combine several aspects of two views, performance beliefs and relational beliefs. Third, the study adds to the research literature new findings on teachers' beliefs about informal knowledge (e.g., how to incorporate informal knowledge in mathematics learning). Fourth, interview and observation with 20 teachers found that girls tend to be disadvantaged in the constructivist classroom if they are less willing to articulate their thinking and participate in the discussion. Fifth, when teachers attribute mathematics learning to effort, this study argues that the dimension to which effort is devoted needs to be distinguished. Is the effort toward mastery of computational skill or enhancement of understanding? Finally, this study elaborates the difficulties teachers face during the first year of implementing the constructivist approach. Some of these issues are seldom addressed in the literature of teacher change, e.g., the appropriateness of the constructivist approach for different ability students.

ISBN: 9780591677706Subjects--Topical Terms:

684418
Curriculum development.

Taiwanese elementary teachers' mathematics beliefs and the relationship to instructional practices in the context of constructivist curriculum change.
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100 1 $a Wang, Li-Ching. $3 3184696
245 1 0 $a Taiwanese elementary teachers' mathematics beliefs and the relationship to instructional practices in the context of constructivist curriculum change.
300 $a 325 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-11, Section: A, page: 4179.
500 $a Adviser: Joseph L. McCaleb.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 1997.
520 $a In 1996, mathematics curriculum standards with a constructivist orientation began to be introduced in Taiwanese elementary classrooms. In this context, this study investigates teachers' beliefs about teaching mathematics, about children's mathematics learning (concerning: informal mathematical knowledge, problem solving, gender differences, and attributions), and about the relationship between beliefs and instructional practices. This study also provides a basis for the design of in-service programs. Both quantitative and qualitative methodologies were employed. Important findings from this study include the following. First, this study identifies the category of the transitional teacher, who appears to be changing from a traditional teacher to a constructivist teacher. The transitional teachers adopt the "student-manipulate-teacher-instruct" approach, whereas the constructivist teachers use the "student-problem solving-teacher-facilitate" approach in the mathematics classroom. Second, in contrast with existing literature which suggests that Taiwanese teachers are performance oriented, this survey of 334 Taiwanese elementary teachers showed that their beliefs about teaching mathematics combine several aspects of two views, performance beliefs and relational beliefs. Third, the study adds to the research literature new findings on teachers' beliefs about informal knowledge (e.g., how to incorporate informal knowledge in mathematics learning). Fourth, interview and observation with 20 teachers found that girls tend to be disadvantaged in the constructivist classroom if they are less willing to articulate their thinking and participate in the discussion. Fifth, when teachers attribute mathematics learning to effort, this study argues that the dimension to which effort is devoted needs to be distinguished. Is the effort toward mastery of computational skill or enhancement of understanding? Finally, this study elaborates the difficulties teachers face during the first year of implementing the constructivist approach. Some of these issues are seldom addressed in the literature of teacher change, e.g., the appropriateness of the constructivist approach for different ability students.
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650 4 $a Elementary education. $3 641385
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