Challenging teacher beliefs about student engagement in mathematics

This study explored the beliefs about student engagement in mathematics of three Year 5 and 6 teachers, focusing on the shifts that occurred during a 10-week intervention. Data obtained from teacher surveys, interviews, video-recorded workshop observations and artefacts from teachers' classroom...

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Bibliographic Details
Published in:Journal of mathematics teacher education 2016-02, Vol.19 (1), p.33-55
Main Authors: Bobis, Janette, Way, Jennifer, Anderson, Judy, Martin, Andrew J.
Format: Article
Language:English
Subjects:
Attitude Change
Beliefs
Education
Elementary School Teachers
Intervention
Interviews
Learner Engagement
Mathematics Education
Mathematics teachers
Mathematics teaching
Observation
Philosophy of Education
Primary education
Primary school mathematics
Professional development
Self Efficacy
Student engagement
Student Participation
Surveys
Teacher Attitudes
Teacher beliefs
Teacher effectiveness
Teacher Response
Teacher Surveys
Teacher Workshops
Teaching and Teacher Education
Year 5
Year 6
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Summary:This study explored the beliefs about student engagement in mathematics of three Year 5 and 6 teachers, focusing on the shifts that occurred during a 10-week intervention. Data obtained from teacher surveys, interviews, video-recorded workshop observations and artefacts from teachers' classrooms reveal variations in their reactions to the professional learning experiences. Teacher responses were mediated by personal and contextual elements including teacher efficacy beliefs, teacher confidence in mathematics and their conceptions of student engagement. Theories of teacher conceptual change are used to account for variations to teacher beliefs. [Author abstract]
ISSN:1386-4416
1573-1820
DOI:10.1007/s10857-015-9300-4