Teacher Conceptions Matter: Exploring the Relationships Between Mathematics Teachers’ Conceptions and Commitment in China
This study investigated the relationships between primary school mathematics teachers’ conceptions of mathematics, conceptions of teaching and learning, and their commitment in the context of mainland China. A total of 847 primary school mathematics teachers participated in a paper-based questionnai...
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| Veröffentlicht in: | The Asia-Pacific education researcher Jg. 29; H. 6; S. 581 - 592 |
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| Sprache: | Englisch |
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Springer Singapore
01.12.2020
Springer Springer Nature B.V |
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| ISSN: | 0119-5646, 2243-7908 |
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| Abstract | This study investigated the relationships between primary school mathematics teachers’ conceptions of mathematics, conceptions of teaching and learning, and their commitment in the context of mainland China. A total of 847 primary school mathematics teachers participated in a paper-based questionnaire survey. The results indicated that these teachers’ fragmented mathematics conceptions are positively associated with their traditional conceptions of teaching and learning while being negatively related to their constructivist conceptions of teaching and learning. In contrast, teachers’ cohesive mathematics conceptions are positively associated with both traditional and constructivist conceptions of teaching and learning. Meanwhile, only constructivist conceptions of teaching and learning are positively related to teacher commitment. These results imply that there is a need to enhance cohesive mathematics conceptions and reduce fragmented mathematics conceptions among Chinese primary school teachers in order to foster their constructivist teaching and commitment to students. |
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| AbstractList | This study investigated the relationships between primary school mathematics teachers' conceptions of mathematics, conceptions of teaching and learning, and their commitment in the context of mainland China. A total of 847 primary school mathematics teachers participated in a paper-based questionnaire survey. The results indicated that these teachers' fragmented mathematics conceptions are positively associated with their traditional conceptions of teaching and learning while being negatively related to their constructivist conceptions of teaching and learning. In contrast, teachers' cohesive mathematics conceptions are positively associated with both traditional and constructivist conceptions of teaching and learning. Meanwhile, only constructivist conceptions of teaching and learning are positively related to teacher commitment. These results imply that there is a need to enhance cohesive mathematics conceptions and reduce fragmented mathematics conceptions among Chinese primary school teachers in order to foster their constructivist teaching and commitment to students. |
| Audience | Elementary Education |
| Author | Wang, Wenlan Chai, Ching-Sing Yin, Hongbiao Lin, Wei |
| Author_xml | – sequence: 1 givenname: Wei surname: Lin fullname: Lin, Wei organization: Department of Curriculum and Instruction, School of Educational Sciences, South China Normal University, Shenzhen Institute of Educational Science Research – sequence: 2 givenname: Hongbiao surname: Yin fullname: Yin, Hongbiao organization: Department of Curriculum and Instruction, Faculty of Education, Chinese University of Hong Kong – sequence: 3 givenname: Ching-Sing surname: Chai fullname: Chai, Ching-Sing organization: Department of Curriculum and Instruction, Faculty of Education, Chinese University of Hong Kong – sequence: 4 givenname: Wenlan surname: Wang fullname: Wang, Wenlan email: wang_wenlanhb@m.scnu.edu.cn organization: Department of Curriculum and Instruction, School of Educational Sciences, South China Normal University |
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| CitedBy_id | crossref_primary_10_1007_s10649_021_10105_5 crossref_primary_10_1016_j_stueduc_2020_100905 |
| Cites_doi | 10.12973/edupij.2016.52.5 10.1142/9789812562241_0007 10.1007/978-3-319-50806-1 10.1080/13540600601029744 10.1080/002202798183701 10.1016/j.tate.2004.09.002 10.1142/9789814415828_0013 10.1007/BF01273907 10.1007/978-1-4614-2018-7_17 10.1080/0141192900160105 10.1177/1469787404040463 10.1016/j.tate.2014.02.005 10.1111/j.1467-8535.2007.00774.x 10.1016/0959-4752(94)90005-1 10.1080/1359866X.2013.777026 10.1016/j.stueduc.2012.11.001 10.3860/taper.v17i1.351 10.1080/0924345910020104 10.1016/S0346-251X(97)00071-7 10.1080/0260747890150102 10.1080/08878730.2014.887168 10.1007/BF02299788 10.1080/03075070903383203 10.1080/07294360.2012.642839 10.1007/s10857-009-9132-1 10.1080/0013188042000178836 10.1080/00220270802210453 10.7227/RIE.75.5 10.3102/0034654308321455 10.3102/0034654315626801 10.1007/s11423-016-9481-2 10.1023/A:1017575231667 10.1016/j.edurev.2015.02.001 10.1016/j.ijer.2011.06.005 10.1016/j.tate.2018.03.020 10.1080/13598660701268593 10.1080/10494820.2016.1143844 10.1080/03075079812331380512 10.1007/s11858-014-0591-1 |
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| Keywords | Conceptions of mathematics Primary school teachers Conceptions of teaching and learning Mathematics teaching Teacher commitment |
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| Title | Teacher Conceptions Matter: Exploring the Relationships Between Mathematics Teachers’ Conceptions and Commitment in China |
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