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Expert mathematics teachers' paralle...

Bucci, Terri Teal.

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Expert mathematics teachers' parallels to worldviews: Investigating pedagogical responses to novice mathematics teachers' concerns.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Expert mathematics teachers' parallels to worldviews: Investigating pedagogical responses to novice mathematics teachers' concerns./
作者:	Bucci, Terri Teal.
面頁冊數:	137 p.
附註:	Source: Dissertation Abstracts International, Volume: 60-02, Section: A, page: 0370.
Contained By:	Dissertation Abstracts International60-02A.
標題:	Education, Mathematics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9919847
ISBN:	9780599189966

Expert mathematics teachers' parallels to worldviews: Investigating pedagogical responses to novice mathematics teachers' concerns.
Bucci, Terri Teal.

Expert mathematics teachers' parallels to worldviews: Investigating pedagogical responses to novice mathematics teachers' concerns. - 137 p.

Source: Dissertation Abstracts International, Volume: 60-02, Section: A, page: 0370.

Thesis (Ph.D.)--The Ohio State University, 1999.

In this study, the observed practices of three expert teachers and their verbal responses to the concerns of novice mathematics teachers were analyzed with possible alliances to the ontology, epistemology, and methodology of three research paradigms; positivism, interpretivism, and critical theory. The lenses of the paradigms afford the reader an opportunity to see expert mathematics teachers from differing worldviews. What worldview do the experts act from and do these worldviews remain constant or vary for each situation? Is there a particular worldview that is prevalent among all experts even when demographics are different? How do experts deal with the daily problems and challenges of a mathematics classroom?

ISBN: 9780599189966Subjects--Topical Terms:

1017588
Education, Mathematics.

Expert mathematics teachers' parallels to worldviews: Investigating pedagogical responses to novice mathematics teachers' concerns.
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245 1 0 $a Expert mathematics teachers' parallels to worldviews: Investigating pedagogical responses to novice mathematics teachers' concerns.
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500 $a Source: Dissertation Abstracts International, Volume: 60-02, Section: A, page: 0370.
500 $a Advisers: Patricia A. Brosnan; Diana B. Erchick.
502 $a Thesis (Ph.D.)--The Ohio State University, 1999.
520 $a In this study, the observed practices of three expert teachers and their verbal responses to the concerns of novice mathematics teachers were analyzed with possible alliances to the ontology, epistemology, and methodology of three research paradigms; positivism, interpretivism, and critical theory. The lenses of the paradigms afford the reader an opportunity to see expert mathematics teachers from differing worldviews. What worldview do the experts act from and do these worldviews remain constant or vary for each situation? Is there a particular worldview that is prevalent among all experts even when demographics are different? How do experts deal with the daily problems and challenges of a mathematics classroom?
520 $a The experts in this study were selected through recommendations from the administrators, counselors, and mathematics teachers from three demographically different schools. The issue of expert is addressed, at length, in this work.
520 $a The grouped data of the experts reveals worldview parallels that are distributed throughout the 'ologies. In the area of ontology, the interpretivist views are clearly less prevalent. In the areas of epistemology and methodology, the interpretivist parallels hold a slight majority. Positivist methodologies are less prevalent in this collection of data. Additionally, when looking at the data as a group it is apparent that there is a relatively equal balance of ideologies shown from each of the worldviews. This varies with individual experts.
520 $a On an individual basis, each expert's recorded data showed an underlying alliance with one of the paradigm principles. Each expert in this study had a different underlying worldview parallel. This variance in views led to an interesting juxtaposition of expert responses to novice mathematics teachers' concerns.
520 $a The intended audience for this study is novice and pre-service teachers, teacher educators, and current mathematics teachers. I have presented the information gained through this study in a text that can be used as a resource for beginning and preservice mathematics teachers. This study provides its readers with a reference or resource to use when determining the most effective solution for his/her students. The final work provides the reader options and raises questions about educational philosophy and differences in pedagogy.
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