Bridging Beliefs, Values, and Past Experiences with Instructional Practice

Kayce L. Mastrup

Bridging Beliefs, Values, and Past Experiences with Instructional Practice

Department of Education and Leadership

Research output: Contribution to journal › Article › peer-review

Abstract

   Research has established the challenges that novice math teachers face as they move from 
   teacher preparation programs into their first year of teaching (Drake, 2006; Gainsburg, 2012; 
   Millsaps, 2000; Thompson, 1992). Specifically, math teachers are found to have problems with 
   implementing instructional practices that promote conceptual understanding. This research 
   places direct emphasis on understanding in detail the connections between teachers’ 
   mathematical life stories and specific instructional sense making. More specifically, how do 
   preservice teachers inform the development and implementation of their instructional practice 
   over the course of their credential year and into the first two years of practice? What are the 
   factors that influence this informing and what combinations of factors attribute to their 
   development and implementation of instructional practice? 

Original language	American English
Journal	Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
State	Published - Nov 15 2018

Keywords

Teacher Education-Preservice
Teacher Beliefs
Instructional Practice

Disciplines

Education
Secondary Education and Teaching

Access to Document

MastrupPMENA40.pdfFinal published version, 286 KBLicense: Unspecified

Cite this

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title = "Bridging Beliefs, Values, and Past Experiences with Instructional Practice",

abstract = " Research has established the challenges that novice math teachers face as they move from teacher preparation programs into their first year of teaching (Drake, 2006; Gainsburg, 2012; Millsaps, 2000; Thompson, 1992). Specifically, math teachers are found to have problems with implementing instructional practices that promote conceptual understanding. This research places direct emphasis on understanding in detail the connections between teachers{\textquoteright} mathematical life stories and specific instructional sense making. More specifically, how do preservice teachers inform the development and implementation of their instructional practice over the course of their credential year and into the first two years of practice? What are the factors that influence this informing and what combinations of factors attribute to their development and implementation of instructional practice? ",

keywords = "Teacher Education-Preservice, Teacher Beliefs, Instructional Practice",

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note = "Hodges, T.E., Roy, G. J., & Tyminski, A. M. (Eds.). (2018). Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC: University of South Carolina & Clemson University.",

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AB - Research has established the challenges that novice math teachers face as they move from teacher preparation programs into their first year of teaching (Drake, 2006; Gainsburg, 2012; Millsaps, 2000; Thompson, 1992). Specifically, math teachers are found to have problems with implementing instructional practices that promote conceptual understanding. This research places direct emphasis on understanding in detail the connections between teachers’ mathematical life stories and specific instructional sense making. More specifically, how do preservice teachers inform the development and implementation of their instructional practice over the course of their credential year and into the first two years of practice? What are the factors that influence this informing and what combinations of factors attribute to their development and implementation of instructional practice?

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