Abstract
Case studies of five teachers who participated in a three-year staff-development project formed the basis for this grounded study which focused on primary factors that dominated teachers’ instructional decision making. As the analysis progressed, qualitatively different levels of introspection, rank ordered by the degree to which children’s thinking was utilised in the decision-making process, were identified. These distinct levels were robust in that they consistently reappeared across all coded categories of decisions made by these teachers. Moreover, these levels were positively correlated with the quality of students’ thinking based on what they said or did during instruction (ρ = .60). Further, when all project teachers were categorisation the basis of their dominant level of introspection, a positive correlation was found between these levels and their belief scores on a mathematics teaching and learning survey (ρ = .61).
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Lubinski, C.A., Thornton, C.A., Heyl, B.S. et al. Levels of introspection in mathematics instruction. Math Ed Res J 6, 113–130 (1994). https://doi.org/10.1007/BF03217267
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DOI: https://doi.org/10.1007/BF03217267