Significant process of change for elementary teachers to foster functional thinking
Tipo de documento
Autores
Lista de autores
Asghary, Nasim, Shahvarani, Ahmad y Medghalchi, Ali
Resumen
The purpose of this study was to explore a professional development program that involved 15 teachers. Functional thinking was used as a centerpiece of the program for work with teachers of Grades 1-5 during 6 months of the study. We used the concern-based adaptation model (CBAM) as a methodology to track the process of change of teachers and to understand the trajectories through which teachers may progress. Two questions guided the investigations: 1. How does implementation of the professional development program focused on functional thinking impact teachers’ concerns? 2. How did teachers’ practice change due to the implementation of the innovation program? The result of the study showed effectiveness of process of change in teachers, both in stages of concerns and level of use of the innovation.
Fecha
2013
Tipo de fecha
Estado publicación
Términos clave
Desarrollo del profesor | Funciones | Otro (tipos estudio) | Pensamientos matemáticos | Reflexión sobre la enseñanza
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Volumen
27
Número
47
Rango páginas (artículo)
1007-1026
ISSN
19804415
Referencias
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