東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Role of Mindset in a Mathematics...

Willingham, James C.

FindBook

Google Book

Amazon

博客來

The Role of Mindset in a Mathematics Teacher's Interpretations and Enactments of Professional Development Activities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Role of Mindset in a Mathematics Teacher's Interpretations and Enactments of Professional Development Activities./
作者:	Willingham, James C.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	372 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
Contained By:	Dissertation Abstracts International77-12A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10146909
ISBN:	9781369022070

The Role of Mindset in a Mathematics Teacher's Interpretations and Enactments of Professional Development Activities.
Willingham, James C.

The Role of Mindset in a Mathematics Teacher's Interpretations and Enactments of Professional Development Activities. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 372 p.

Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.

Thesis (Ph.D.)--Middle Tennessee State University, 2016.

Although the motivational factors that underlie the process of mathematics teacher change have been under study for more than thirty years, the role of one of the factors in this process, a teacher's implicit theory regarding mathematical ability, has not been well examined. The implicit theories model posits that an individual's implicit assumptions about the nature of an ability lead directly to the type of goals he sets regarding that ability and the behaviors in which he engages to pursue these goals. Those that espouse an incremental theory tend to establish learning goals and focus on strategies that lead to the improvement of the ability in question. These individuals are said to have a growth mindset.

ISBN: 9781369022070Subjects--Topical Terms:

641129
Mathematics education.

The Role of Mindset in a Mathematics Teacher's Interpretations and Enactments of Professional Development Activities.
LDR:02777nmm a2200313 4500 001 2124810
005 20171027132939.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781369022070
035 $a (MiAaPQ)AAI10146909
035 $a AAI10146909
040 $a MiAaPQ $c MiAaPQ
100 1 $a Willingham, James C. $3 3286828
245 1 4 $a The Role of Mindset in a Mathematics Teacher's Interpretations and Enactments of Professional Development Activities.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 372 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
500 $a Advisers: Angela Barlow; Alyson Lischka.
502 $a Thesis (Ph.D.)--Middle Tennessee State University, 2016.
520 $a Although the motivational factors that underlie the process of mathematics teacher change have been under study for more than thirty years, the role of one of the factors in this process, a teacher's implicit theory regarding mathematical ability, has not been well examined. The implicit theories model posits that an individual's implicit assumptions about the nature of an ability lead directly to the type of goals he sets regarding that ability and the behaviors in which he engages to pursue these goals. Those that espouse an incremental theory tend to establish learning goals and focus on strategies that lead to the improvement of the ability in question. These individuals are said to have a growth mindset.
520 $a The purpose of this study was to explore the role of a teacher's mindset within the contexts of the teacher's professional development experiences and answer the research question: How do characteristics of the growth mindset influence a mathematics teacher's interpretations and enactments of professional development experiences, if at all? A holistic single-case study design was implemented to examine elements of an elementary mathematics teacher's change environment as she observed, adapted, and enacted a demonstration lesson from a professional development program into her own classroom. The study examined aspects of this environment including the teacher's beliefs and mindset regarding mathematics and the teaching and learning of mathematics, her classroom teaching practices, her perceptions of her past experiences in professional development, her areas of focus during the demonstration lesson, and her experiences and reflections as she implemented the demonstration lesson in her classroom. (Abstract shortened by ProQuest.).
590 $a School code: 0170.
650 4 $a Mathematics education. $3 641129
650 4 $a Mathematics. $3 515831
650 4 $a Elementary education. $3 641385
690 $a 0280
690 $a 0405
690 $a 0524
710 2 $a Middle Tennessee State University. $b Basic and Applied Sciences. $3 3286829
773 0 $t Dissertation Abstracts International $g 77-12A(E).
790 $a 0170
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10146909