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Mathematics Teachers' Perceptions of Teaching Practices Alignment with Ambitious Teaching

Artigo2022

Eskil Ahn Braseth

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Resumo

Research on practice-based mathematics teacher education has identified core practices, principles and design features that lead to effective programs. Yet, some teachers do not perceive such practice-based development programs as relevant or useful. In response to this, the study reported in this article investigated three Norwegian teachers' current perceptions on mathematics teaching and student learning. Findings from the study indicate that teachers' perceptions on classroom practices can be described by using key concepts similar to those that are used to describe practices in ambitious teaching. However, the teachers' perceptions are guided by underlying purposes that differ from the view of teaching and student learning grounded in the characteristics of ambitious mathematics teaching. The implications of the findings are discussed in relation to the potential benefits of studying teachers' current understandings of concepts related to a professional development program before entry to or during the start-up phase of the program.

Dados da obra

Tipo
Artigo
Periódico
Mathematics Teacher Education and Development
Ano
2022
Idioma
en
Palavras-chave
Mathematics Teachers; Teacher Attitudes; Mathematics Instruction; Teaching Methods; Foreign Countries; Faculty Development; Developmental Programs; Secondary School Teachers
Temas
Formação de Professores de Matemática, Práticas Pedagógicas
ISSN
1442-3901
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BRASETH, Eskil Ahn. Mathematics Teachers' Perceptions of Teaching Practices Alignment with Ambitious Teaching. Mathematics Teacher Education and Development, 2022. Disponível em: https://eric.ed.gov/?id=EJ1360870. Acesso em: 5 nov. 2026.

APA

Braseth, E. A. (2022). Mathematics Teachers' Perceptions of Teaching Practices Alignment with Ambitious Teaching. Mathematics Teacher Education and Development. https://eric.ed.gov/?id=EJ1360870

BibTeX
@article{braseth2022,
  author = {Braseth, Eskil Ahn},
  title = {Mathematics Teachers' Perceptions of Teaching Practices Alignment with Ambitious Teaching},
  year = {2022},
  journal = {Mathematics Teacher Education and Development},
  url = {https://eric.ed.gov/?id=EJ1360870},
  language = {en}
}
RIS
TY  - JOUR
AU  - Braseth, Eskil Ahn
TI  - Mathematics Teachers' Perceptions of Teaching Practices Alignment with Ambitious Teaching
PY  - 2022
JO  - Mathematics Teacher Education and Development
UR  - https://eric.ed.gov/?id=EJ1360870
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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