id: 05972616
dt: j
an: 2011f.00218
au: Liljedahl, Peter
ti: The theory of conceptual change as a theory for changing conceptions.
so: Nord. Mat.didakt. 16, No. 1-2, 5-28 (2011).
py: 2011
pu: Nationellt Centrum för Matematikutbildning (NCM), Göteborgs Universitet,
Göteborg
la: EN
cc: C39 C29 D29 B50
ut: cognitive psychology; cognitive processes; beliefs; teacher attitudes;
teaching; theory of conceptual change; epistemology; educational
research; changing beliefs through teaching; inservice teacher
education; classroom observation; interviews; theory for designing
interventions for changing conceptions; empirical investigations
ci:
li:
ab: Summary: It has become widely accepted that what and how mathematics
teachers teach is linked to what it is they believe. What teachers
believe, however, is not always in alignment with contemporary notions
of mathematics and the teaching and learning of mathematics. As such,
it is important for teacher educators to help facilitate changes in
teachers\rq beliefs in ways that will enable them to become more
effective teachers of mathematics. In this article I present the
results of a research project designed to examine the feasibility of
using the theory of conceptual change as a theory for changing
mathematics teachers\rq conceptions about key aspects of mathematics
and the teaching and learning of mathematics. The results indicate both
that the theory of conceptual change is a viable theory for designing
interventions for the purpose of changing beliefs, and that the
implementation of these aforementioned interventions resulted in the
rejection of participants\rq a priori beliefs.
rv: