Inhaltszusammenfassung

Especially in primary school, manipulatives are used to represent mathematical concepts and structures. The way they are used is fundamental to support mathematical learning. It can be assumed that teachers' beliefs about using manipulatives can influence their classroom actions and therefore are worth to be investigated. In this study, we focus on German primary school teachers' beliefs about their use of manipulatives in first-class math lessons. Semi-structured narrative interviews were co...Especially in primary school, manipulatives are used to represent mathematical concepts and structures. The way they are used is fundamental to support mathematical learning. It can be assumed that teachers' beliefs about using manipulatives can influence their classroom actions and therefore are worth to be investigated. In this study, we focus on German primary school teachers' beliefs about their use of manipulatives in first-class math lessons. Semi-structured narrative interviews were conducted to gain profound findings about implicit and explicit beliefs. Subsequently, the interviews were analysed using the Documentary Method as it provides an interpretative approach for reconstructing beliefs, especially on an implicit layer. The 12 teachers interviewed showed a wide range of beliefs concerning manipulatives, their quantity, and the way they are used in the classroom. Teacher training can be developed considering the investigated differences in teacher beliefs. » weiterlesen» einklappen

Autoren

Klassifikation

DFG Fachgebiet:
Erziehungswissenschaft und Bildungsforschung

DDC Sachgruppe:
Mathematik