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首页> 外文期刊>Journal of Mathematics Teacher Education >Explanations of attitudes to change: Colombian mathematics teachers’ conceptions of the crucial determinants of their teaching practices of beginning algebra
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Explanations of attitudes to change: Colombian mathematics teachers’ conceptions of the crucial determinants of their teaching practices of beginning algebra

机译：态度转变的解释：哥伦比亚数学老师对初代教学实践的关键决定因素的构想

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This article arises from a study whose overall purpose was to investigate the relationship between Colombian mathematics teachers’ conceptions of beginning algebra and their conceptions of their own teaching practices. The teachers’ understandings of their teaching practices were explored with a view to unravelling their conceptions of change in their teaching. Focusing on the perspectives of teachers afforded opportunities that exposed the powerful role that the teachers’ conceptions of social/institutional factors of teaching played in their conceptions of their practices. The degree to which the teachers attributed these (external) factors as crucial reasons for what they do in their teaching was the basis of a categorisation of their conceptions of the crucial determinants of their teaching practices into three types. The findings are particularly relevant to our understanding of the stability of mathematics teaching approaches in the Colombian context but have likely implications for a range of international education contexts. Specific implications for the development of the research into teachers’ conceptions of mathematics and its teaching, and for teacher education programmes are presented.
机译：本文来自一项研究，其总体目的是调查哥伦比亚数学老师的初等代数概念与其自身教学实践的概念之间的关系。探究了教师对教学实践的理解，以期弄清其教学变革观念。关注教师的观点提供了机会，这些机会揭示了教师的社会/制度因素的教学观念在他们的实践观念中所发挥的强大作用。教师将这些（外部）因素作为他们在教学中做出决定的关键原因的程度，是将他们对教学实践的关键决定因素的概念分为三类的基础。这些发现与我们对哥伦比亚语境下数学教学方法的稳定性的理解特别相关，但可能对一系列国际教育语境产生影响。提出了对教师数学概念及其教学研究的发展以及对教师教育计划的具体意义。

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