Abstract
Many teachers are now incorporating a broader range of strategies into their teaching, including problem solving, investigations and open-ended questions. Among other things, such teaching requires teachers to talk less but to make more decisions. The acknowledgment of this complexity and the centrality of active decision making have implications for teacher education and teacher development, and for the strategies and resources used.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Berlak, A., & Berlak, H. (1981). Dilemmas of schooling: Teaching and social change. New York: Methuen.
Bransford, J. B., Brown, A. L., & Cocking, R. R. (Eds.) (1999). How people learn: Brain, mind, experience, and school. Washington: Committee on Developments in the Science of Learning, National Research Council.
Cobb, P., & McClain, K. (1999). Supporting teachers’ learning in social and institutional contexts. In Fou-Lai Lin (Ed.), Proceedings of the 1999 International Conference on Mathematics Teacher Education (pp. 7–77). Taipei, National Taiwan Normal University.
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd edition) (pp. 256–296). New York: Macmillan.
Desforges, C., & Cookburn, A. (1987). Understanding the mathematics teacher: A study of practice in first schools. London: The Falmer Press.
Doyle, W. (1986). Classroom organisation and management. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 392–431). New York: Macmillan.
Ernest, P. (1994). Varieties of constructivism: Their metaphors, epistemologies and pedagogical implications. Hiroshima Journal of Mathematics Education, 2, 1–14.
Fennema, E., & Leder, G. (Eds.) (1990). Mathematics and gender. New York: Teachers College Press.
Foley, G., & Schuck, S. (February, 1999). Locating discussion about maths in virtual space: Grounding it in reality. Paper presented to the Initial Teacher Education Forum “Showcasing excellence in initial teacher education and schooling,” RMIT University, Melbourne.
Lampert, M., & Ball, D. L. (1998). Teaching, multimedia, and mathematics: Investigations of real practice. The Practitioner Inquiry Series. New York: Teachers College Press.
Larson, S. (1983). Paradoxes in teaching. Instructional Science, 12, 355–365.
Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press.
Lerman, S. (1998). A moment in the zoom of a lens: Towards a discursive psychology of mathematics teaching and learning. In A. Olivier & K. Newstead (Eds.), Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education (vol. 1, pp. 66–81). Stellenbosch, South Africa: PME.
Marland, P. (1986). Models of teachers’ interactive thinking. Elementaiy School Journal, 87(2), 209–226.
McComb, B. L., & Pope, J. E. (1994). Motivating hard to reach students. Washington: American Psychological Association.
McDonough, A. (1998). Young children’s beliefs about the nature of mathematics. In A. Olivier & K. Newstead (Eds.), Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education (vol. 3, pp. 263–270). Stellenbosch, South Africa: PME.
Merseth, K. K., & Lacey, C. A. (1993). Weaving stronger fabric: The pedagogical promise of hypermedia and case methods in teacher education. Teacher and Teacher Education, 9(3), 283–299.
Middleton, J. A. (1995). A study of intrinsic motivation in the mathematics classroom: A personal construct approach. Journal for Research in Mathematics Education, 26(3), 254–279.
Middleton, J. A., & Spanais, P. A. (1999). Motivation for achievement in mathematics: Findings, generalisations and criticisms of the research. Journal for Research in Mathematics Education, 30(1), 65–88.
Mousley, J., & Sullivan, P. (1997). Dilemmas in the professional education of mathematics teachers. In E. Pekhonnen (Ed.), Proceedings of the 21st Conference of the International Group for the Psychology of Mathematics Education (pp. 131–147). Lahti, Finland: PME.
Mousley, J., Sullivan, P., & Clements, M. A. (July, 1991). The perceptions which student teachers have of teaching practices in classrooms observed during field experience. Paper presented at the thirteenth annual conference of the Mathematics Education Lecturers Association, Perth.
Mousley, J., Sullivan, P., & Gervasoni, A. (1994). The analysis of teaching: Constraints in lesson description and critique. In G. Bell, B. Wright, N. Leeson, & J. Geake (Eds.), Challenges in mathematics education: Constraints on construction (pp. 437–444). Lismore: MERGA.
Mousley, J., Sullivan, P., & Mousley, P. (1997). Learning about teaching. Reston, VA: NCTM.
Peterson, P. L., & Clarke, C. M. (1978). Teachers’ reports of their cognitive processes during teaching. American Educational Research Journal, 15, 555–565.
Rogoff, B. (1991). Social interaction as apprenticeship in thinking: Guided participation in spatial planning. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives in socially shared cognition (pp. 349–364). Washington, CD: American Psychological Association.
Stacey, K., & Southwell, B. (1983). Teacher tactics for problem solving. Canberra: Curriculum Development Centre.
Shroyer, J.C. (1982). Critical moments in the teaching of mathematics. What makes teaching difficult? Dissertation Abstracts International, 42A, 3485.
Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: The Free Press.
Stigler, J. W., & Stephenson, H. W. (1994). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Simon and Schuster.
Sullivan, P. (1999). Seeking a rationale for particular classroom tasks and activity. In J. Truran and K. Truran (Eds.), Proceedings of the 22nd annual Conference of the Mathematics Education Research Group of Australasia (pp. 15–29). Adelaide: MERGA.
Sullivan, P., & Mousley, J. (1994). Quality mathematics teaching: Describing some key components. Mathematics Education Research Journal. 6(1), 4–22.
Vygotsky, V. (1978). Mind in society. Boston, MA: Harvard University Press.
Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27, 458–477.
Zevenbergen, R. (1998). Language, mathematics and social disadvantage: A Bourdieuian analysis of cultural capital in mathematics education. In C. Kanes, M. Goos, & E. Warren (Eds.), Teaching mathematics in new times. Proceedings of the 21st annual Conference of the Mathematics Education Research Group of Australasia (pp. 716–722). Gold Coast: MERGA.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2001 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Sullivan, P., Mousley, J. (2001). Thinking Teaching: Seeing Mathematics Teachers as Active Decision Makers. In: Lin, FL., Cooney, T.J. (eds) Making Sense of Mathematics Teacher Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0828-0_7
Download citation
DOI: https://doi.org/10.1007/978-94-010-0828-0_7
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-6986-8
Online ISBN: 978-94-010-0828-0
eBook Packages: Springer Book Archive