Abstract
The purpose of this study was to use a narrative approach to investigate the process undertaken by a mathematics teacher as she implemented a mathematics inquiry teaching program. Data collection methods included unstructured interviews, videotaped classroom observations, videotaped group meetings, and the teacher's and researcher's reflective notes. By means of a narrative analysis, an emplotment was developed to depict changes in the teacher's beliefs and practices. The research findings showed that the teacher's initial beliefs and practices were founded upon her former learning experiences and the influence of her family. Participation in the activities of a professional development research group, which included reviewing recent literature, inspecting and learning from an exemplary teacher's instruction, reflecting on each other's videotaped classroom teaching, and interacting with peers, seemed to encourage the case teacher to change her beliefs and practices.
| Original language | English |
|---|---|
| Pages (from-to) | 1-32 |
| Number of pages | 32 |
| Journal | Journal of Research in Education Sciences |
| Volume | 55 |
| Issue number | 3 |
| Publication status | Published - 2010 Sep |
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All Science Journal Classification (ASJC) codes
- Education
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Utilization of a narrative approach case study to investigate the implementation of mathematics inquiry teaching. / Lin, Yung Chi; Chin, Erh Tsung; Tuan, Hsiao Lin.
In: Journal of Research in Education Sciences, Vol. 55, No. 3, 09.2010, p. 1-32.Research output: Contribution to journal › Review article
TY - JOUR
T1 - Utilization of a narrative approach case study to investigate the implementation of mathematics inquiry teaching
AU - Lin, Yung Chi
AU - Chin, Erh Tsung
AU - Tuan, Hsiao Lin
PY - 2010/9
Y1 - 2010/9
N2 - The purpose of this study was to use a narrative approach to investigate the process undertaken by a mathematics teacher as she implemented a mathematics inquiry teaching program. Data collection methods included unstructured interviews, videotaped classroom observations, videotaped group meetings, and the teacher's and researcher's reflective notes. By means of a narrative analysis, an emplotment was developed to depict changes in the teacher's beliefs and practices. The research findings showed that the teacher's initial beliefs and practices were founded upon her former learning experiences and the influence of her family. Participation in the activities of a professional development research group, which included reviewing recent literature, inspecting and learning from an exemplary teacher's instruction, reflecting on each other's videotaped classroom teaching, and interacting with peers, seemed to encourage the case teacher to change her beliefs and practices.
AB - The purpose of this study was to use a narrative approach to investigate the process undertaken by a mathematics teacher as she implemented a mathematics inquiry teaching program. Data collection methods included unstructured interviews, videotaped classroom observations, videotaped group meetings, and the teacher's and researcher's reflective notes. By means of a narrative analysis, an emplotment was developed to depict changes in the teacher's beliefs and practices. The research findings showed that the teacher's initial beliefs and practices were founded upon her former learning experiences and the influence of her family. Participation in the activities of a professional development research group, which included reviewing recent literature, inspecting and learning from an exemplary teacher's instruction, reflecting on each other's videotaped classroom teaching, and interacting with peers, seemed to encourage the case teacher to change her beliefs and practices.
UR - http://www.scopus.com/inward/record.url?scp=84965116659&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84965116659&partnerID=8YFLogxK
M3 - Review article
AN - SCOPUS:84965116659
VL - 55
SP - 1
EP - 32
JO - Journal of Research in Education Sciences
JF - Journal of Research in Education Sciences
SN - 2073-753X
IS - 3
ER -