Wissen und Handeln. Lehrerinnen und Lehrer verändern ihren Mathematikunterricht

Abstract

Wissen und Handeln. Lehrerinnen und Lehrer verändern ihren Mathematikunterricht 1Summary: Constructivist approaches have been claimed to be appropriate in teaching mathematics. A complex implementation strategy including the teachers' construction of their own lessons and intense co-operation among teachers yielded important changes both in the teachers' subjective theories as well as in their behaviors. The traditional teaching approach is not replaced by the constructivist one, rather, both approaches co-exist simultaneously. As the detailed observation reports by students using the lesson-interruption-method show, the teachers can teach traditionally or constructively upon request, and the differences between the two teaching approaches within the same person are quite substantial. Some conclusions with respect to constructivist teaching and to implementation are drawn.

Methodological Consequences of Situation Specificity: Biases in Assessments

“…To study situation specificity, we have used the lesson interruption method (Patry, 1997b , 2000 ): The teacher interrupts the lesson at a pre-decided time (e.g., before changing to a new topic), and the students answer a short questionnaire (typically we have used about 12 questions, but in some cases – e.g., Patry et al, 2000 – the questionnaire was longer) about their observations for the last 15 min. This way those who are most concerned by the lesson – the students – report their observation of what, in their view, has actually been going on in the given situation (the last 15 min).…”

Changes in Teachers’ Moral Role

“…Upon request, they can act accordingly (Patry, Schwetz, & Gastager, 2000), and it is quite likely that indeed they do so in regular (unobserved) teaching; for instance, in a small survey students (N=49) reported extremely few events of open teaching, i.e. Upon request, they can act accordingly (Patry, Schwetz, & Gastager, 2000), and it is quite likely that indeed they do so in regular (unobserved) teaching; for instance, in a small survey students (N=49) reported extremely few events of open teaching, i.e.…”