Beliefs about Teaching Geometric Transformations with Geometers' Sketchpad: A Reflexive Abstraction

Belbase, Shashidhar

doi:10.3126/jer.v3i2.8396

Cited by 6 publications

(3 citation statements)

References 19 publications

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“…I have come to realize that my self-reflexivity power has been oriented for exploring self-knowledge through self-appraising (Gecas & Burke 1995 as cited in Pagis, 2009). And, I applied interview as a part of self-interview (Crawley, 2012 as cited in Belbase, 2013) in which I virtually played my role from researcher in to research participant (Belbese, 2013). I raised my questions then responded myself through critical review of my past and present experiences.…”

Section: Methodsmentioning

confidence: 99%

My Journey from a Waiter to a Lecturer: An Autoethnography

Pasa

2019

nutaj

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This study appraised my momentarily missing twelve years of formal education life (1990-2002) and thoughtful higher education life (2002 to onward). One of the main aims was to ascertain; what are the turning points of my education/working life struggles. In that context, I appraised how I became success to improve my family livelihood by working as a waiter, achieve higher educational status and started my academic career as a lecturer since my engagement with in/formal education. I applied autoethnography as methodology and narrative imagination and writing as inquiry as methods and meditation, self-reflexivity and self-interviewing as major sources of narrative information. While exploring my past, I found, I was ambitious/reflective actor, and rejected the reproduction of my occupational and educational status. I could not become astronaut but I was emotionally committed to perform and produce something unique in my life. Being there, by supporting my family livelihood, I was planning to pledge against stratified socio-economic and cultural structures. I applied vocational rehabilitation therapy and resiliency against my frustration and engaged in working life. My involvement in livelihood not only improved family livelihood but also encouraged me to embark in higher educational voyage. Ultimately, my higher education status and critical thinking ability helped me to transform my life from an anger driven behavior and feelings into happy oriented actions/interactions with self and others. Being here, after becoming a lecturer, I am seeing myself as a new potential organic intellectual as an outcome of my thoughtful education/working life struggles.

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Section: Methodsmentioning

confidence: 99%

My Journey from a Waiter to a Lecturer: An Autoethnography

Pasa

2019

nutaj

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“…The border-crossing is beyond traditionalconstructivist dualities of mathematics teaching, and it gears one's actions toward critical and postmodern 'deconstruction of current mathematics teaching' (Nkhwalume, 2013). The postmodern view of teaching can transcend further with self-reflexivity (Cain, 2011) of a teacher on the relationship of content and pedagogy with self through an introspection, retrospection, prospection, and idiosyncratic construction of mathematical meaning (Belbase, 2013b). This view decenters mathematics teaching with opportunities for planning students' active engagement and construction of mathematics (Goss, Powers, & Hauk, 2013).…”

Section: Integral Beliefs About Mathematics Teachingmentioning

confidence: 99%

Meanings, Dimensions, and Categories of Mathematics Teacher Beliefs: A Navigation through the Literature

Belbase

2019

Int. J. Emerg. Math. Educ.

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This paper aimed to discuss the meanings, dimensions, and categories of teacher beliefs about teaching and learning mathematics. I reviewed the relevant literature about teacher beliefs in general, beliefs about mathematics, and beliefs about mathematics teaching and learning in particular. Based on the review of the literature, I outlined the meanings of teacher beliefs and conceptualized three dimensions of teacher beliefs-affective dimension, cognitive dimension, and pedagogical dimension. Then, I discussed three viewpoints to observe teacher beliefs-relational, institutional, and praxis lenses. I utilized these lenses to categorize belief constructs into three classes of beliefs about mathematics, teaching mathematics, and learning mathematics. These classes' included-instrumentalist, constructivist, and integral beliefs. I addressed the pedagogical implications of these categorical beliefs in the end.

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“…According to the constructivist grounded theory of Charmaz (2006), a theory is constructed out of the empirical data. By applying RCGT method, key themes and a related theory are invented by the researcher out of the empirical data (Belbase, 2013b). The notion of discovery, development, construction, and invention relate to how a local theory is grounded on data within different epistemological paradigms.…”

Section: Analysis and Interpretationmentioning

confidence: 99%

A Preservice Mathematics Teacher’s Beliefs about Teaching Mathematics with Technology

Belbase

2014

IJRES

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This paper analyzed a preservice mathematics teacher's beliefs about teaching mathematics with technology. The researcher used five semi-structured task-based interviews in the problematic contexts of teaching fraction multiplications with JavaBars, functions and limits, and geometric transformations with Geometer's Sketchpad, and statistical data with Excel Spreadsheet to generate data about the participant's pedagogical-technological beliefs. An additional unstructured interview was conducted with the same participant after his practice teaching. The interview data were analyzed and interpreted in two layers-the first layer portrays the participant's voice in his narratives and the second layer portrays researcher's voice in terms of his interpretation of data and interconnection to literature. The analysis and interpretation generated seven major categories of beliefs-beliefs about teaching materials, teaching strategy, bridging activities, technological tools, mathematical concepts, and meanings, activities and transformation, and issues and challenges. Finally, the author discusses implications of the study.

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Beliefs about Teaching Geometric Transformations with Geometers' Sketchpad: A Reflexive Abstraction

Cited by 6 publications

References 19 publications

My Journey from a Waiter to a Lecturer: An Autoethnography

My Journey from a Waiter to a Lecturer: An Autoethnography

Meanings, Dimensions, and Categories of Mathematics Teacher Beliefs: A Navigation through the Literature

A Preservice Mathematics Teacher’s Beliefs about Teaching Mathematics with Technology

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