Initiating Change in Prospective Elementary School Teachers' Orientations to Mathematics Teaching by Building on Beliefs

By Rebecca Ambrose. 2004

201 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b1513a66b02b9714c0349dafe8a376ce6399605d

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Citations in the corpus

Classroom Culture, Mathematics Culture, and the Failures of Reform: The Need for a Collective View of Culture (2012, background): “A number of studies have investigated why teachers are either unwilling or unable to implement these “reform” practices (Ambrose, 2004; Ma, 1999; Orrill & Anthony, 2003), and among such studies, school or classroom “culture” is often identified as the cause of the problem (Cohen, 1990; Hiebert &…”
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge (2016, background): “In related research, Ambrose (2004) distinguished the impact of single interviews with children versus repeated interview/ teaching experiences with children on PSTs’ beliefs and learning about CMT. Ambrose argued that PSTs’ beliefs about CMT change in slow and nonlinear ways and therefore must be…”
Effects of Early Field Experiences on the Mathematical Content Knowledge and Beliefs of Prospective Elementary School Teachers: An Experimental Study (2007, background): “…with children at a local elementary school on six occasions, forming pairs of PSTs who together interviewed and tutored3 individual children (see Ambrose, 2004, and Philipp et al., 2002, for more extensive descriptions of the CMTE-L).4 The CMTE-L differed from a mathematics course in that the…”
Mathematics performance and the role played by affective and background factors peter grootenboer and brian hemmings (2007, background): “, Ambrose, 2004; Young-Loveridge, Taylor, Sharma, & Hawera, 2006). Hersh (1986) suggested that this perspective is problematic as it is not consistent with the nature of mathematics that is fallible and developing, like any form of human knowledge. Grootenboer (2003a) and Young-Loveridge et al. (200”
School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs About Mathematics Instruction (2017, background): “…another study involving 15 prospective teachers working in pairs with individual children on tasks designed to elicit children’s mathematical thinking, results showed that participants’ preexisting beliefs were challenged and they incrementally developed more reformoriented beliefs (Ambrose, 2004).”