Impact of collaborative planning for mathematics and anticipating student responses to problems on teacher beliefs, knowledge and practice : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Palmerston North, New Zealand
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Date
2017
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Massey University
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Abstract
Six teachers engaged in collaborative planning for mathematics lessons that allowed for studentgenerated
responses to problems. As part of their planning they anticipated a range of possible
strategies students could use to solve problems and possible student misconceptions. This study
explored how the teachers perceived these practices affected their beliefs and the teaching
approaches they enacted in their lessons. The study also examined the affordances and barriers
of collaborative planning and anticipating on teacher learning.
Mathematics education literature recommends a move toward student inquiry approaches in
order to improve outcomes for all learners. Relevant literature was reviewed, illustrating the
importance of providing the conditions required to enable teacher learning and change.
Evidence was provided of the role of dissonance, teacher confidence and knowledge of both
mathematics content and pedagogy, and effective leadership and systems of support. Teacher
collaboration was identified as a potential catalyst for change.
A qualitative case study method was chosen as most appropriate for this study. A range of data
was collected and analysed, including semi-structured interviews with all of the participants.
Researcher field notes and documentary data allowed for triangulation. Ethical principals were
strictly adhered to.
The study revealed some resistance to change and the constraints of teachers’ prior learning
and existing beliefs and practices on the outcomes of the collaborative planning intervention.
The study demonstrated teachers’ experimental approach to enacting new practices in
mathematics lessons and their adherence to their current teaching practices and beliefs about
grouping students for learning. Noteworthy benefits of anticipating and collaborative planning
were increased teacher confidence to allow student-generated solutions to problems and
increased teacher knowledge of mathematics strategies. These benefits were attributed to
teachers learning from each other while collaboratively planning.
The results revealed teacher collaboration was perceived as an affordance to change and
highlighted a number of factors which acted as barriers to teacher change. Identified barriers
included either too much or too little dissonance experienced by teachers, attitudes towards
risk and the desire to conform, and gaps in teacher knowledge of mathematics. The results
offered insights into the effects of school culture and the design of professional learning
experiences for teachers.
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Keywords
Mathematics, Study and teaching, Study and teaching (Elementary), Professional learning communities, Teachers, In service training, Lesson planning, Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education::Subject didactics