id: 05933555
dt: j
an: 2011d.00278
au: Akkus, Recai; Hand, Brian
ti: Examining teachersâ€™ struggles as they attempt to implement dialogical
interaction as part of promoting mathematical reasoning within their
classrooms.
so: Int. J. Sci. Math. Educ. 9, No. 4, 975-998 (2011).
py: 2011
pu: Springer Netherlands, Dordrecht
la: EN
cc: C70 D40 D50 E50 H20 H30 B50 D20
ut: argumentation; elementary algebra; problem solving; mathematical reasoning
approach; questioning; teacher change; teaching learning processes;
research
ci:
li: doi:10.1007/s10763-010-9266-8
ab: Summary: This study examines the changes in teaching practices during the
implementation of a pedagogical model called the mathematics reasoning
approach (MRA), which was founded on 2 critical areas in mathematics,
problem solving, and writing to learn. Three algebra teachers
implemented the approach with their classes, which were divided into
control (traditional) and treatment (student-centered approach) groups,
with their levels of implementation measured by the Reformed Teaching
Observation Protocol (RTOP) instrument. The implementation of the model
resulted in positive changes in teachersâ€™ pedagogical practices and
yet showed the struggles they faced. In the control classes
(traditional classes), the level of teaching remained the same
throughout the study, whereas in the treatment classes (MRA classes), a
significant improvement in the level of teaching was observed. Even
though the teachersâ€™ implementation levels differed from each other,
the patterns of the change for all 3 teachers showed similarities; that
is, their MRA teaching level was initially equivalent to their control
teaching, but as the semester progress, there was a separation between
the 2 approaches. This separation between the 2 approaches appeared to
be dependent upon the pedagogical area on which the teacher put
emphasis. The skill of questioning seemed to be 1 which each teacher
first changed.
rv: