Difference between revisions of "Philipp (2007)"
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== Brief Summary of A. G. Thompson's 1992 Handbook Chapter on Teachers' Beliefs and Conceptions == | == Brief Summary of A. G. Thompson's 1992 Handbook Chapter on Teachers' Beliefs and Conceptions == | ||
Philipp summarizes [[ | Philipp summarizes [[Thompson (1992) Teachers beliefs and conceptions: A synthesis of the research|Thompson's 1992 handbook chapter]]. | ||
== Brief Summary of McLeod's 1992 Handbook Chapter on Affect == | == Brief Summary of McLeod's 1992 Handbook Chapter on Affect == | ||
Revision as of 16:05, 10 October 2012
Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257–315). Charlotte, NC: Information Age.
Beliefs might be thought of as lenses through which one looks when interpreting the world, and affect might be thought of as a disposition or tendency one takes toward some aspect of his or her world; as such, the beliefs and affect one holds surely affect the way one interacts with his or her world. (pp. 257-258)
Organization of Chapter
Working Definitions/Descriptions of Terms
The State of Research on Mathematics Teachers' Beliefs and Affect at the Publication of the First Handbook of Research on Mathematics Teaching and Learning
Brief Summary of A. G. Thompson's 1992 Handbook Chapter on Teachers' Beliefs and Conceptions
Philipp summarizes Thompson's 1992 handbook chapter.
Brief Summary of McLeod's 1992 Handbook Chapter on Affect
Summary of the State of Research on Beliefs and Affect at the Publication of the First Handbook
Setting the Context for Mathematics Teacher Education Research Since 1992
Five occurrences that have affected math ed research since 1992:
Occurrence 1: The Acceptance and Infusion of Ideas From the NCTM Standards' Documents Into the Educational Arena
Reform hasn't caught on as widely as one might think.
Occurrence 2: The Increased Number of Publishing Outlets
Occurrence 3: The Increased Politicization of United States Education and Educational Research
The Burkhardt & Schoenfeld (2003) article looks great
Occurrence 4: Technological Advances That Support Obtaining and Reporting Research, and Capturing, Editing, and Posting Video for Use When Assessing Teachers' Beliefs and Affect
What's Philipp's experimental study from 2005?
Occurrence 5: The Emergence of Sociocultural and Participatory Theories of Learning
Research on Teachers' Beliefs Conducted Since 1992
What Are Beliefs?
Belief Versus Values
"A belief that is about beliefs, but a belief in is about values" (p. 265).
Belief Versus Knowledge
As a researcher, I have found the following stance useful when I attempt to understand how a person holds a particular conception: A conception is a belief for an individual if he or she could respect a position that is in disagreement with the conception as reasonable and intelligent, and it is knowledge for that individual if he or she could not respect a disagreeing position with the conception as reasonable or intelligent. (p. 267)
Summary
A Comment About Terminology
Measuring Beliefs
Likert-Scale Surveys
An Alternative to Likert-Scale Beliefs Surveys for Large-Scale Data Collection
Philipp's IMAP open-ended electronic survey
Summary
Inconsistent Beliefs and the Role of Context
Philipp summarizes several studies:
Raymond (1997): A study of 6 elementary teachers and the agreement (and disagreement) between stated beliefs and practice. Teachers' practices are more likely to align with their beliefs about math than their beliefs about mathematics teaching and learning.
Hoyles (1992): Rethinking a study from the 1980s and realizing it made more sense through a situated cognition lens
Skott (2001): Study that followed Danish student teachers into their careers, and analyzed how practice did or did not reflect beliefs depending on the immediate context. Often the responsibility of running a classroom and seeing some measure of success for students outweighs a teacher's beliefs about math and math teaching and learning. Unlike Hoyles, Skott thinks this has more to do with changing the goals for an activity than the situated lens through which the activity is viewed.
Sztajn (2003): A study of two different teachers in different schools with the same professed beliefs, but different practices based upon the different socioeconomic status of their students
Summary
A Stance on Inconsistent Beliefs
Changing Beliefs
Reflection and Changing Beliefs
Two Obstacles to Changing Beliefs: Teachers' Caring and Teachers' Belief That Teaching is Telling
Summary
Teachers' Beliefs, Part II: Four Areas of Research
It's a bit confusing that Philipp immediately follows with, "Three major areas of research ..." (p. 281), then tacks on "oh yeah, we'll look at beliefs about gender, too" which I assume is the fourth area.
Teachers' Beliefs Related to Students' Mathematical Thinking
Elementary School Teachers' Beliefs Related to Students' Mathematical Thinking
Preservice Elementary School Teachers' Beliefs Related to Students' Mathematical Thinking
Secondary School Teachers' Beliefs Related to Students' Mathematical Thinking
Nathan & Koedinger (2000): Symbol versus verbal precedence models; expert blind spot
Summary
Teachers' Beliefs Related to or Changed by Use of Mathematics Curricula
Remillard and Bryans found that Reston's 'general mistrust of published materials trumped any potential compatibility between her beliefs about mathematics and those represented in the book' (p. 366). That is, her orientation toward curriculum, not her beliefs about mathematics, teaching and learning, explained her skeptical approach to the curriculum and led her to use the curriculum only as a collection of useful activities. (p. 289)