Teaching Practices and Student Affect in Problem-Solving Lessons of Select Junior-High Mathematics Teachers

Grouws, Douglas A.; Cramer, Kathleen A.

doi:10.1007/978-1-4612-3614-6_10

Cited by 15 publications

(15 citation statements)

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“…"Traditional" classroom practices have not brought about gender equity in mathematics learning outcomes. Grouws and Cramer (1989) studied the relationship between classroom structures, teaching behaviours during problem solving, and aspects of affect. Although student gender was not considered by Grouws and Cramer (1989), their conclusion is noteworthy:…”

Section: Introductionmentioning

confidence: 99%

Mathematics classrooms, gender and affect

Forgasz

Leder

1996

Math Ed Res J

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Gender differences in mathematics learning outcomes persist and several explanatory models incorporate affective variables. Current understandings of how children learn mathematics seem inconsistent with traditional mathematics instruction. The literature reveals that little is known about the relationship between classroom factors and students' beliefs about themselves as learners of mathematics. The study reported here explored this relationship at two levels: a large scale survey and in-depth studies of two classrooms. Classroom factors which might influence beliefs were identified, and provided partial explanations for some of the gender differences noted. There were clear implications for the teaching of mathematics.

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Section: Introductionmentioning

confidence: 99%

Mathematics classrooms, gender and affect

Forgasz

Leder

1996

Math Ed Res J

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“…However, our own review of the field found that most studies tend to focus on students' beliefs, attitudes and emotions, rather than on professors' affect (e.g., Mandler, 1989;McDonald, 1989). Grouws and Cramer (1989) are among the few to discuss the teachers' link to affect. For example, they talk about the classes of a group of expert teachers as 'friendly places, where the students seemed to like the teacher' (p. 160).…”

Section: Views About Teaching and Learning In The Math Education Litementioning

confidence: 97%

How six outstanding math professors view teaching and learning: The importance of caring

Weston

McAlpine

1998

International Journal for Academic Development

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Six exemplary professors, all trained as mathematicians, were interviewed regarding their views about university teaching and learning. Nine themes emerged; seven related to teaching and two related to learning. Among the teaching themes, the most prominent was the importance placed on caring and concern for students. In addition the professors were concerned with all essential aspects of course design (content, learning outcomes, strategies and evaluation), passion for their discipline and their teaching, and the tension between research and teaching in the university context. In terms of their views of learning, these professors believed that students learn through active engagement which serves as a means for learners to personally construct knowledge. The relationship is explored between these results and findings from the literature in math education and higher education. We conclude that caring about students is not only a characteristic of math professors but likely to be typical of professors across disciplines, and may also be an indicator of advanced levels of teaching development. Implications for faculty development are proposed.

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“…Lastly, research on beliefs about teaching mathematics finds its roots in the early work of Grouws and Cramer () and Sowder (). It focuses on beliefs about how elementary mathematics should be taught, often formed by experience with classical formats such as direct instruction or lecture.…”

Section: Related Research and Theoretical Perspectivesmentioning

confidence: 99%

A review of research on affect of elementary prospective teachers in university mathematics content courses 1990–2016

Hart

Auslander

Venuto

et al. 2018

School Sci & Mathematics

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The purpose of this study was to review the existing research on affect (beliefs, attitudes, and emotions) of elementary prospective teachers (EPTs) in university mathematics content courses. We use as our time period from publication in the United States of the Curriculum and Evaluation Standards for Schools Mathematics through 2016. A search of a combination of electronic databases and targeted international journals resulted in a total of 11 studies that looked at some aspect of affect with EPTs in all or some part of a university mathematics course over the 27‐year time period. Nine of the 11 studies occurred in the context of a course or courses categorized as involving an alternative pedagogy that was student‐centered. Overall we found that a student‐centered approach to instruction supported changes in EPTs’ affect that align with pedagogical recommendations in reform documents such as the NCTM Standards. However, shifts were sometimes difficult to come by and encountered resistance from EPTs. Implications for course learning experiences are offered and conflicting results between studies suggest directions for future research.

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Teaching Practices and Student Affect in Problem-Solving Lessons of Select Junior-High Mathematics Teachers

Cited by 15 publications

References 1 publication

Mathematics classrooms, gender and affect

Mathematics classrooms, gender and affect

How six outstanding math professors view teaching and learning: The importance of caring

A review of research on affect of elementary prospective teachers in university mathematics content courses 1990–2016

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