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A Cognitive Model for Examining Teachers' Instructional Practice in Mathematics: A Guide for Facilitating Teacher Reflection

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Abstract

The purpose of this exploratory study was to develop a model to examine teachers' instructional practice in secondary school mathematics in relationship to their underlying cognitions. The instructional practice and cognitions of seven experienced and seven beginning teachers of secondary school mathematics were examined as a basis for the creation of the model. To examine instructional practice a Phase-Dimension Framework for the Examination of Mathematics Teaching was developed. Data were obtained through observations, lesson plans, videotapes and audiotapes of structured interviews during the course of one semester. The value of the model lies in its usefulness as a guide for enabling teachers to reflect on their instructional practice and underlying cognitions in a structured, comprehensive manner.

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Authors and Affiliations

  1. Department of Secondary Education and Youth Services, Queens College of the City University of New York, Klapper Hall 323, 65-30 Kissena Blvd., Flushing, NY, 11367, USA

    Alice F. Artzt & Eleanor Armour-Thomas

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  1. Alice F. Artzt
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  2. Eleanor Armour-Thomas
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Artzt, A.F., Armour-Thomas, E. A Cognitive Model for Examining Teachers' Instructional Practice in Mathematics: A Guide for Facilitating Teacher Reflection. Educational Studies in Mathematics 40, 211–235 (1999). https://doi.org/10.1023/A:1003871918392

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