Serife Sevinc, Dionne Cross Francis, Rick Hudson, Jinqing Liu
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The development of elementary teachers’ personal meanings of problem-solving through engaging in open-ended tasks
In this study, we explored elementary school teachers’ experiences working on open-ended mathematics tasks during a 10-day professional development (PD) workshop. Teachers engaged with the tasks daily in a session call Morning Math (MM). Thirty-two elementary teachers from three school districts in the USA participated in a 2-year professional development (PD) program. Analysis of videos of teacher engagement in the tasks and interviews shows that the use of open-ended mathematics tasks embedded within problem-solving focused PD could shape elementary school teachers’ personal meanings about learning mathematics through problem-solving. The findings indicate that the teachers’ take-aways from the PD were not limited to the mathematical content of the MM problems (i.e., mathematical residue), instead teachers’ experiences with open-ended mathematics tasks engendered personal meanings reflecting pedagogical residue with cognitive, affective, and social components. This result shows the crucial role of PD in shaping teachers’ mathematics-related personal meanings which research suggests that it will subsequently influence their beliefs and instruction.
期刊介绍:
The Mathematics Education Research Journal seeks to promote high quality research that is of interest to the international community. The Mathematics Education Research Journal seeks to present research that promotes new knowledge, ideas, methodologies and epistemologies in the field of mathematics education. The Mathematics Education Research Journal actively seeks to promote research from the Australasian region either as research conducted in the region; conducted by researchers from the region and/or draws on research from the region. The Mathematics Education Research Journal accepts papers from authors from all regions internationally but authors must draw on the extensive research that has been produced in the Australasian region. The Mathematics Education Research Journal normally does not encourage publication of teacher education programs or courses. These are more suited for theother MERGA journal, Mathematics Teacher Education and Development.