Utilization of a narrative approach case study to investigate the implementation of mathematics inquiry teaching

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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 languageEnglish
Pages (from-to)1-32
Number of pages32
JournalJournal of Research in Education Sciences
Volume55
Issue number3
Publication statusPublished - 2010 Jan 1

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utilization
mathematics
narrative
Teaching
teacher
classroom
teaching program
data collection method
learning
Group
instruction
participation
interview
experience

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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title = "Utilization of a narrative approach case study to investigate the implementation of mathematics inquiry teaching",
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.",
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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.

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