Establishing
Conceptual Bases for the Measurement of Volume
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© 2003 NISMED.
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Profiling
Teachers:
Constructivist- and Behaviorist-Oriented Mathematics
Boris
Handal
The University of Sydney
borishandal@optusnet.com.au
AbstractIntroductionThe
StudyMethodology
Results
and DiscussionReferences
Conclusion
The correlation of the questionnaire items, added to the factor analysis
and the analysis of teachers’ open-ended responses to the questionnaire
and the interview analysis, suggests the existence of two curricular
orientations in teachers’ instructional beliefs and practices. These two
orientations were similar to the constructivist and behaviorist-approaches
of teaching and learning mathematics as defined previously in the
literature review, each of the two showing a contrasting view on various
aspects of the teaching of mathematics and, in particular, to the teaching
of mathematics thematically. It was found that constructivist-oriented
teachers had a more favorable attitude towards the thematic approach than
the behaviorist-oriented group. A link between beliefs and practices
within each of these two constructs was also proven through the
correlation analysis, the teachers’ responses in the interview study,
and from the open-ended sections of the questionnaire. The study also
confirmed a growing body of literature (Buzeika, 1996; Frykholm, 1995;
Thompson, 1992) suggesting that the nature of the relationship between
teachers’ mathematical beliefs and instructional behavior is dialectical
and highly complex.
AbstractIntroductionThe
StudyMethodology
Results
and DiscussionReferences