This paper addresses the issue of unpacking mathematics teachers’ view of their role, investigating if it is coherent with the Inquiry-Based Learning approach. To do so, the 17 participants involved in a professional development program focused on inquiry were asked to choose metaphors for mathematics teacher’s role, from a given list, and to motivate their choice. They were also asked to provide a metaphor for the students’ view of the mathematics teachers’ role. The results reveal that the teachers have a view of their role coherent with the Inquiry-Based Learning approach, but they attribute to students a view very distant from their own. In almost all cases, they do not express the idea that they can influence students’ view, attributing its causes to external factors. This awareness can inform the future work of teacher educators.
A MUSICASSETTE IN A WORLD OF MP4 FILES: METAPHORS FOR MATHEMATICS TEACHER’S ROLE
Pocalana Gabriella
First
;Ornella Robutti;
In corso di stampa
Abstract
This paper addresses the issue of unpacking mathematics teachers’ view of their role, investigating if it is coherent with the Inquiry-Based Learning approach. To do so, the 17 participants involved in a professional development program focused on inquiry were asked to choose metaphors for mathematics teacher’s role, from a given list, and to motivate their choice. They were also asked to provide a metaphor for the students’ view of the mathematics teachers’ role. The results reveal that the teachers have a view of their role coherent with the Inquiry-Based Learning approach, but they attribute to students a view very distant from their own. In almost all cases, they do not express the idea that they can influence students’ view, attributing its causes to external factors. This awareness can inform the future work of teacher educators.
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
