Teachers’ Individual Beliefs about the Roles of Visualization in Classroom
In: CERME9 : Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / Vondrova, Naďa; Krainer, Konrad (Hrsg.). - CERME9; Prague, Czech Republic; 04.02.-08.02.2015 - Praque: Charles University in Prague, Faculty of Education, ERME, 2015, S. 1266 - 1272
2015-02Aufsatz (Konferenz) in TagungsbandOpen Access
Fakultät für Anlagen, Energie- und Maschinensysteme » Institut für Produktentwicklung und Konstruktionstechnik
Titel:
Teachers’ Individual Beliefs about the Roles of Visualization in Classroom
Autor*in:
Schmitz, AngelaTH Köln
- DHSB-ID
- THK0002860
- SCOPUS
- 58092864600
- Sonstiges
- der TH Köln zugeordnete Person
Veröffentlicht am:
2015-02
OA-Publikationsweg:
Open Access
Sprache des Textes:
Englisch
Schlagwort, Thema:
Teachers’ Beliefs ; Visualization ; Domain-Specific ; Fractions ; Algebra
Ressourcentyp:
Text
Access Rights:
Open Access
Peer Reviewed:
Peer Reviewed
Praxispartner*in:
Nein
Kategorie:
Forschung
Teil der Statistik:
Nicht Teil der Statistik
Abstract in Englisch:
This paper investigates mathematics teachers’ beliefs regarding the roles of visualization for teaching fractions and algebra. The paper discusses the construct of beliefs and theoretical roles of visualization. We further give rationale for the qualitative approach of our study. In the results we compare two teachers’ beliefs from a larger sample. We work out that, although both teachers use visual representations in a similar way, they assign different roles to their respective use. Their beliefs appear to be stable across subdomains. We discuss our impression that the teachers emphasize other roles of visualization than educational research implies.