Curtin University Homepage
  • Library
  • Help
    • Admin

    espace - Curtin’s institutional repository

    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    • espace Home
    • espace
    • Curtin Theses
    • View Item
    • espace Home
    • espace
    • Curtin Theses
    • View Item

    An interpretive study of the role of teacher beliefs in the implementation of constructivist theory in a secondary school mathematics classroom

    15460_TaylorPhD.pdf (11.64Mb)
    Access Status
    Open access
    Authors
    Taylor, Peter C.
    Date
    1992
    Supervisor
    Prof. Barry Fraser
    Type
    Thesis
    Award
    PhD
    
    Metadata
    Show full item record
    School
    Science and Mathematics Education Centre
    URI
    http://hdl.handle.net/20.500.11937/2218
    Collection
    • Curtin Theses
    Abstract

    This thesis addresses the internationally recognised problem of transforming classroom teaching that is underpinned by transmissionist epistemologies, especially in the field of mathematics education. A constructivist-related theory of pedagogical reform was derived from the research literature in the fields of teacher cognition and conceptual change theory for the purpose of facilitating the radical reconstruction of teachers' centralist classroom roles and the development of pedagogies aimed at enhancing students' conceptual development. The thesis reports a collaborative action research study which was conducted with a teacher of high school mathematics who attempted to develop a constructivist- oriented teaching approach in his Grade 12 mathematics class.An interpretive research approach (Erickson, 1986) was employed to generate an understanding of the complex network of teacher beliefs and their constraining influence on the radical reform of the teacher's centralist pedagogy. An emergent research focus was the efficacy of the theory of pedagogical reform, especially its underpinning constructivist theory which shaped my discourse with the teacher during the collaborative phase of the study. Data were obtained from classroom participant- observations, teacher and student interviews, the teacher's report on the study, and an application of the repertory grid technique that was designed to investigate the teacher's implicit pedagogical beliefs.The major pedagogical reforms that resulted from the collaborative phase of the study included (1) the teacher's adoption of the role of teacher as learner; and (2) the refinement, rather than radical reform, of his centralist classroom role of teacher as informer. Although the reforms provided enriched opportunities for the development of students' algorithmic abilities, they largely failed to enhance students' mathematical conceptual development.Interpretive analyses were conducted from multiple constructivist-related perspectives (radical constructivism, social constructivism, critical constructivism) in order to generate a better understanding of the narrow scope of the pedagogical reforms. These analyses revealed (1) that rationalist preconceptions of mathematics and mathematical cognition underpinned important aspects of both the theory of pedagogical reform and the teacher's refined centralist classroom role of teacher as interactive informer, and (2) that the teacher's technical rationality, which was buttressed by personally constraining beliefs, maintained the ascendency of his technical curriculum interests and sustained his centalist classroom role of teacher as controller.The results of this thesis suggest strongly, therefore: (1) that pedagogical reforms which are based largely on a cognitivist theory of constructivism are susceptible to being subsumed by a powerful technical-rationalist ideology, and (2) that the hegemonic nature of this ideology is capable of disempowering reform-minded teachers from realising the practical viability of their constructivist-related ideals.The thesis recommends that future constructivist-related pedagogical reform in high school mathematics be based on a critical constructivist perspective which focuses attention on the curriculum interests that govern teaching and learning activities. In particular, it is recommended that reform-minded teachers establish a Critical classroom discourse which aims to attain a balanced rationality by making visible and subject to critical examination the hidden frames of reference that constitute the prevailing rationality of the traditional mathematics classroom.

    Related items

    Showing items related by title, author, creator and subject.

    • The relationship between mathematics educators' beliefs and their teaching practices
      Lomas, Gregor (2004)
      This longitudinal study explored the extent to which mathematics education lecturers' constructivist beliefs and aligned practices were communicated to students in a New Zealand primary pre-service teacher education degree ...
    • Transforming the culture of teaching and learning in science: the promise of moral dilemma stories: an interpretive case study
      Settelmaier, Elisabeth (2003)
      It has become a habit of our time to lament about the state of the world and simultaneously profess that there is not really anything we, as individuals, can do about it because there is just too much that needs fixing. ...
    • The efficacy of a constructivist approach to the training of Chinese mathematics teachers
      Fung, Chi-yeung (2002)
      This action research study was conducted to investigate the efficacy of a constructivist approach to the training of first-year Chinese student mathematics teachers in the Hong Kong Institute of Education where I am ...
    Advanced search

    Browse

    Communities & CollectionsIssue DateAuthorTitleSubjectDocument TypeThis CollectionIssue DateAuthorTitleSubjectDocument Type

    My Account

    Admin

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Follow Curtin

    • 
    • 
    • 
    • 
    • 

    CRICOS Provider Code: 00301JABN: 99 143 842 569TEQSA: PRV12158

    Copyright | Disclaimer | Privacy statement | Accessibility

    Curtin would like to pay respect to the Aboriginal and Torres Strait Islander members of our community by acknowledging the traditional owners of the land on which the Perth campus is located, the Whadjuk people of the Nyungar Nation; and on our Kalgoorlie campus, the Wongutha people of the North-Eastern Goldfields.