An interpretive study of a teacher’s development of a constructivist mathematics pedagogy in his primary classroom
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This research investigated the implementation of a constructivist teaching perspective in a primary school mathematics classroom. Through an interpretive case study I explored the impact of transformative pedagogical change on my professional practice. Behaviourist/positivist tendencies impacted my interpretive research methods and implementation of a constructivist teaching perspective. Development of my understanding of learning theory and use of critical reflexivity enabled me to implement a more constructivist teaching perspective with my students.
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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 ...
An interpretive study of the role of teacher beliefs in the implementation of constructivist theory in a secondary school mathematics classroomTaylor, Peter C. (1992)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 ...
An investigation of mathematics teachers' beliefs and practices following a professional development intervention based on constructivist principlesStoker, John (2003)The purpose of this study was to investigate the beliefs and related classroom practices of a selected group of in-service teachers within the context of a mathematics professional development intervention for primary ...