Prospective Teachers' Beliefs about Problem-Solving: Cypriot and English Cultural Constructions

Autor/inn/en	Xenofontos, Constantinos; Andrews, Paul
Titel	Prospective Teachers' Beliefs about Problem-Solving: Cypriot and English Cultural Constructions
Quelle	In: Research in Mathematics Education, 14 (2012) 1, S.69-85 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2012.657439
Schlagwörter	Foreign Countries; Problem Solving; Elementary School Teachers; Preservice Teachers; Student Attitudes; Qualitative Research; Interviews; Coding; Cross Cultural Studies; Cultural Differences; Mathematics Instruction; Cyprus; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Problemlösen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Qualitative Forschung; Interviewing; Interviewtechnik; Codierung; Programmierung; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Mathematics lessons; Mathematikunterricht; Zypern
Abstract	In this paper we report on a small-scale comparative examination of prospective elementary teachers' beliefs about problem-solving in Cyprus and England. First year undergraduate students (13 from Cyprus and 14 from England) from a well-regarded university in each country were qualitatively interviewed at the commencement of their respective teacher education programmes. Data, which were analysed by means of a combination of theory- and data-driven coding, indicated that, in both countries, students entered university with beliefs about problems and problem-solving that were not only products of the cultures in which they were educated, but also frequently incommensurate with the problem-solving expectation of the curricular frameworks within which they would have to work as teachers. Also, the outcomes confirmed that, despite researchers' assumptions of definitional convergence, the expressions "mathematical problem" and "problem-solving" continue to be used differently across cultures. Some implications for teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01