Loading…
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...
Saved in:
| Published in: | Journal of mathematics teacher education 2016-02, Vol.19 (1), p.33-55 |
|---|---|
| Main Authors: | , , , |
| Format: | Article |
| Language: | English |
| Subjects: | |
| Citations: | Items that this one cites Items that cite this one |
| Online Access: | Get full text |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| cited_by | cdi_FETCH-LOGICAL-c369t-ce460c73927ded085e60fb721695e362dfb85b0c7e68a990492a435c2765cf1c3 |
|---|---|
| cites | cdi_FETCH-LOGICAL-c369t-ce460c73927ded085e60fb721695e362dfb85b0c7e68a990492a435c2765cf1c3 |
| container_end_page | 55 |
| container_issue | 1 |
| container_start_page | 33 |
| container_title | Journal of mathematics teacher education |
| container_volume | 19 |
| creator | Bobis, Janette Way, Jennifer Anderson, Judy Martin, Andrew J. |
| description | 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] |
| doi_str_mv | 10.1007/s10857-015-9300-4 |
| format | article |
| fullrecord | <record><control><sourceid>eric_sprin</sourceid><recordid>TN_cdi_eric_primary_EJ1088120</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1088120</ericid><informt_id>10.3316/aeipt.209795</informt_id><sourcerecordid>EJ1088120</sourcerecordid><originalsourceid>FETCH-LOGICAL-c369t-ce460c73927ded085e60fb721695e362dfb85b0c7e68a990492a435c2765cf1c3</originalsourceid><addsrcrecordid>eNp9kMtOwzAQRS0EEqXwASyQ8gMBP2I7XkJUXqrEBtaW40wSV3lUtrvg73FJxZLNzEj33Cv7InRL8D3BWD4Egksuc0x4rhjGeXGGVoRLlpOS4vN0s1LkRUHEJboKYYcxEVSRFaqq3gwDTJ2buiyCsT34rIbBQRsyU8-HmIV4aGCKWYJMB-PxdFM2mthDGs6Ga3TRmiHAzWmv0dfz5rN6zbcfL2_V4za3TKiYWygEtpIpKhto0nNB4LaWlAjFgQnatHXJ60SAKI1SuFDUFIxbKgW3LbFsjciSa_0cgodW770bjf_WBOtjC3ppQacW9LEFXSTP3eIB7-wfv3lPYEkoTjpd9JC0qQOvd_PBT-kb_4Y-LSY_uqgNuH3UfYz7oBsTjXZTO_8qs-90M7tjEmNEnEiKlVSc_QBJI4EC</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Challenging teacher beliefs about student engagement in mathematics</title><source>Springer Link</source><source>ERIC</source><creator>Bobis, Janette ; Way, Jennifer ; Anderson, Judy ; Martin, Andrew J.</creator><creatorcontrib>Bobis, Janette ; Way, Jennifer ; Anderson, Judy ; Martin, Andrew J.</creatorcontrib><description>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]</description><identifier>ISSN: 1386-4416</identifier><identifier>EISSN: 1573-1820</identifier><identifier>DOI: 10.1007/s10857-015-9300-4</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>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</subject><ispartof>Journal of mathematics teacher education, 2016-02, Vol.19 (1), p.33-55</ispartof><rights>Springer Science+Business Media Dordrecht 2015</rights><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c369t-ce460c73927ded085e60fb721695e362dfb85b0c7e68a990492a435c2765cf1c3</citedby><cites>FETCH-LOGICAL-c369t-ce460c73927ded085e60fb721695e362dfb85b0c7e68a990492a435c2765cf1c3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1088120$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Bobis, Janette</creatorcontrib><creatorcontrib>Way, Jennifer</creatorcontrib><creatorcontrib>Anderson, Judy</creatorcontrib><creatorcontrib>Martin, Andrew J.</creatorcontrib><title>Challenging teacher beliefs about student engagement in mathematics</title><title>Journal of mathematics teacher education</title><addtitle>J Math Teacher Educ</addtitle><description>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]</description><subject>Attitude Change</subject><subject>Beliefs</subject><subject>Education</subject><subject>Elementary School Teachers</subject><subject>Intervention</subject><subject>Interviews</subject><subject>Learner Engagement</subject><subject>Mathematics Education</subject><subject>Mathematics teachers</subject><subject>Mathematics teaching</subject><subject>Observation</subject><subject>Philosophy of Education</subject><subject>Primary education</subject><subject>Primary school mathematics</subject><subject>Professional development</subject><subject>Self Efficacy</subject><subject>Student engagement</subject><subject>Student Participation</subject><subject>Surveys</subject><subject>Teacher Attitudes</subject><subject>Teacher beliefs</subject><subject>Teacher effectiveness</subject><subject>Teacher Response</subject><subject>Teacher Surveys</subject><subject>Teacher Workshops</subject><subject>Teaching and Teacher Education</subject><subject>Year 5</subject><subject>Year 6</subject><issn>1386-4416</issn><issn>1573-1820</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><recordid>eNp9kMtOwzAQRS0EEqXwASyQ8gMBP2I7XkJUXqrEBtaW40wSV3lUtrvg73FJxZLNzEj33Cv7InRL8D3BWD4Egksuc0x4rhjGeXGGVoRLlpOS4vN0s1LkRUHEJboKYYcxEVSRFaqq3gwDTJ2buiyCsT34rIbBQRsyU8-HmIV4aGCKWYJMB-PxdFM2mthDGs6Ga3TRmiHAzWmv0dfz5rN6zbcfL2_V4za3TKiYWygEtpIpKhto0nNB4LaWlAjFgQnatHXJ60SAKI1SuFDUFIxbKgW3LbFsjciSa_0cgodW770bjf_WBOtjC3ppQacW9LEFXSTP3eIB7-wfv3lPYEkoTjpd9JC0qQOvd_PBT-kb_4Y-LSY_uqgNuH3UfYz7oBsTjXZTO_8qs-90M7tjEmNEnEiKlVSc_QBJI4EC</recordid><startdate>20160201</startdate><enddate>20160201</enddate><creator>Bobis, Janette</creator><creator>Way, Jennifer</creator><creator>Anderson, Judy</creator><creator>Martin, Andrew J.</creator><general>Springer Netherlands</general><general>Springer</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20160201</creationdate><title>Challenging teacher beliefs about student engagement in mathematics</title><author>Bobis, Janette ; Way, Jennifer ; Anderson, Judy ; Martin, Andrew J.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c369t-ce460c73927ded085e60fb721695e362dfb85b0c7e68a990492a435c2765cf1c3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Attitude Change</topic><topic>Beliefs</topic><topic>Education</topic><topic>Elementary School Teachers</topic><topic>Intervention</topic><topic>Interviews</topic><topic>Learner Engagement</topic><topic>Mathematics Education</topic><topic>Mathematics teachers</topic><topic>Mathematics teaching</topic><topic>Observation</topic><topic>Philosophy of Education</topic><topic>Primary education</topic><topic>Primary school mathematics</topic><topic>Professional development</topic><topic>Self Efficacy</topic><topic>Student engagement</topic><topic>Student Participation</topic><topic>Surveys</topic><topic>Teacher Attitudes</topic><topic>Teacher beliefs</topic><topic>Teacher effectiveness</topic><topic>Teacher Response</topic><topic>Teacher Surveys</topic><topic>Teacher Workshops</topic><topic>Teaching and Teacher Education</topic><topic>Year 5</topic><topic>Year 6</topic><toplevel>online_resources</toplevel><creatorcontrib>Bobis, Janette</creatorcontrib><creatorcontrib>Way, Jennifer</creatorcontrib><creatorcontrib>Anderson, Judy</creatorcontrib><creatorcontrib>Martin, Andrew J.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Journal of mathematics teacher education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Bobis, Janette</au><au>Way, Jennifer</au><au>Anderson, Judy</au><au>Martin, Andrew J.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1088120</ericid><atitle>Challenging teacher beliefs about student engagement in mathematics</atitle><jtitle>Journal of mathematics teacher education</jtitle><stitle>J Math Teacher Educ</stitle><date>2016-02-01</date><risdate>2016</risdate><volume>19</volume><issue>1</issue><spage>33</spage><epage>55</epage><pages>33-55</pages><issn>1386-4416</issn><eissn>1573-1820</eissn><abstract>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]</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><doi>10.1007/s10857-015-9300-4</doi><tpages>23</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1386-4416 |
| ispartof | Journal of mathematics teacher education, 2016-02, Vol.19 (1), p.33-55 |
| issn | 1386-4416 1573-1820 |
| language | eng |
| recordid | cdi_eric_primary_EJ1088120 |
| source | Springer Link; ERIC |
| 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 |
| title | Challenging teacher beliefs about student engagement in mathematics |
| url | http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-01T06%3A02%3A21IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric_sprin&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Challenging%20teacher%20beliefs%20about%20student%20engagement%20in%20mathematics&rft.jtitle=Journal%20of%20mathematics%20teacher%20education&rft.au=Bobis,%20Janette&rft.date=2016-02-01&rft.volume=19&rft.issue=1&rft.spage=33&rft.epage=55&rft.pages=33-55&rft.issn=1386-4416&rft.eissn=1573-1820&rft_id=info:doi/10.1007/s10857-015-9300-4&rft_dat=%3Ceric_sprin%3EEJ1088120%3C/eric_sprin%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c369t-ce460c73927ded085e60fb721695e362dfb85b0c7e68a990492a435c2765cf1c3%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=EJ1088120&rft_informt_id=10.3316/aeipt.209795&rfr_iscdi=true |