Examination of attitudes and practices of Ontario intermediate division teachers as they relate to contemporary approaches to mathematics education.

摘要

Teachers who instruct mathematics under principles such as teaching through key ideas and encouraging manipulative use will be more willing to alter teaching practice when research indicates it is for the better (McDougall, Ross, & Jaafar, 2006). Variables associated with this willingness have been indentified through numerous research studies. An adapted version of the Attitudes and Practices for Teaching Math Survey developed by Professional Resources and Instruction for Mathematics Educators was used to examine attitudes and practices relating to the teaching of mathematics of 144 current Intermediate Division teachers from an Ontario district school board. Also explored was what, if any, differences in attitudes or practices among teachers from that Board could be associated with demographic and contextual variables. Results showed that most of the participating teachers' practices and attitudes were aligned with current thinking in mathematics, with certain differences (e.g., sex, teaching panel) appearing across demographics and contexts.