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Educators’ perspective on teachers’ beliefs as key-factors for the implementation of mathematics learning activities designed from an enactive-embodied approach

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Názov: Educators’ perspective on teachers’ beliefs as key-factors for the implementation of mathematics learning activities designed from an enactive-embodied approach
Autori: Boscolo, Alessandra
Zdroj: LUMAT-B: International Journal on Math, Science and Technology Education; Vol. 9 No. 2 (2024): 29th International Mathematical Views Conference 2023 – Conference Proceedings; 16 ; LUMAT-B: International Journal on Math, Science and Technology Education; Vol 9 Nro 2 (2024): 29th International Mathematical Views Conference 2023 – Conference Proceedings; 16 ; 2489-2572 ; urn:nbn:fi:hulib:editori:lumatb.v9i21
Informácie o vydavateľovi: University of Helsinki, Finland / LUMA Centre
Rok vydania: 2024
Predmety: teachers’ beliefs, mathematics teaching and learning, implementation research, embodied design research, enactive learning
Popis: If we are interested in the implementation of research findings, as teaching practices, within school settings, it becomes crucial to outline what beliefs should guide teachers in implementing these findings from the researchers’ viewpoint. These beliefs essentially define the underlying philosophy behind these practices and offer valuable insights into how educators can facilitate teachers in bringing the research findings in schools. In our exploratory study, researchers from Italy and Australia hypothesized, specifically, potential beliefs of primary and secondary school mathematics teachers that can be related to the introduction and successful integration of mathematics learning activities designed from an enactive-embodied perspective. This constitutes a key preliminary step for exploring teacher beliefs by directly involving them in a survey.
Druh dokumentu: article in journal/newspaper
Popis súboru: application/pdf
Jazyk: English
Relation: https://journals.helsinki.fi/lumatb/article/view/2490/1986; https://journals.helsinki.fi/lumatb/article/view/2490; urn:nbn:fi:hulib:editori:lumatb.v9i2.24901
Dostupnosť: https://journals.helsinki.fi/lumatb/article/view/2490
Rights: https://creativecommons.org/licenses/by/4.0
Prístupové číslo: edsbas.546FDB83
Databáza: BASE
Popis
Abstrakt:If we are interested in the implementation of research findings, as teaching practices, within school settings, it becomes crucial to outline what beliefs should guide teachers in implementing these findings from the researchers’ viewpoint. These beliefs essentially define the underlying philosophy behind these practices and offer valuable insights into how educators can facilitate teachers in bringing the research findings in schools. In our exploratory study, researchers from Italy and Australia hypothesized, specifically, potential beliefs of primary and secondary school mathematics teachers that can be related to the introduction and successful integration of mathematics learning activities designed from an enactive-embodied perspective. This constitutes a key preliminary step for exploring teacher beliefs by directly involving them in a survey.