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Developing Reflective Practice among Teachers of Mathematics : = A Case Study of Four Teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Developing Reflective Practice among Teachers of Mathematics :/
Reminder of title:	A Case Study of Four Teachers.
Author:	Aghakhani, Sima.
Description:	1 online resource (140 pages)
Notes:	Source: Masters Abstracts International, Volume: 83-09.
Contained By:	Masters Abstracts International83-09.
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28963979click for full text (PQDT)
ISBN:	9798209906551

Developing Reflective Practice among Teachers of Mathematics : = A Case Study of Four Teachers.
Aghakhani, Sima.

Developing Reflective Practice among Teachers of Mathematics :A Case Study of Four Teachers. - 1 online resource (140 pages)

Source: Masters Abstracts International, Volume: 83-09.

Thesis (M.A.)--University of Toronto (Canada), 2022.

Includes bibliographical references

This qualitative case study of four middle and secondary school mathematics teachers examines how teachers' reflective practice supported their selection of strategies that align with the needs of current mathematics education according to the Ten Dimensions of Mathematics Education (McDougall, 2004). The findings suggest that teachers' reflection practice through collaboration with other teachers and creating a positive safe environment within their classroom for students' feedback impacts their design of classroom practices. They prioritize planning and preparing for the dimensions that are being discussed in the meetings with other teachers. Another major finding is that high level reflective teachers' attitudes toward teaching mathematics is consistent with the needs of current mathematics education. Lastly, meeting individual needs of students is the dimension that all teachers in this study, regardless of their level of reflection, were struggling to reflect and plan for it. Overall, each teacher reported reflective practices that appeared to align with the "Attitudes and Practices for Teaching Math Survey".

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798209906551Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Meeting individual needsIndex Terms--Genre/Form:

542853
Electronic books.

Developing Reflective Practice among Teachers of Mathematics : = A Case Study of Four Teachers.
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500 $a Source: Masters Abstracts International, Volume: 83-09.
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504 $a Includes bibliographical references
520 $a This qualitative case study of four middle and secondary school mathematics teachers examines how teachers' reflective practice supported their selection of strategies that align with the needs of current mathematics education according to the Ten Dimensions of Mathematics Education (McDougall, 2004). The findings suggest that teachers' reflection practice through collaboration with other teachers and creating a positive safe environment within their classroom for students' feedback impacts their design of classroom practices. They prioritize planning and preparing for the dimensions that are being discussed in the meetings with other teachers. Another major finding is that high level reflective teachers' attitudes toward teaching mathematics is consistent with the needs of current mathematics education. Lastly, meeting individual needs of students is the dimension that all teachers in this study, regardless of their level of reflection, were struggling to reflect and plan for it. Overall, each teacher reported reflective practices that appeared to align with the "Attitudes and Practices for Teaching Math Survey".
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653 $a Teacher collaboration
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