Curricular Influences on the Motivational Beliefs and Practice of Two Middle School Mathematics Teachers: A Follow-Up Study
James A. Middleton
May 1999, Volume 30, Issue 3, Page 349
In this study I
examine the structures of 2 teachers' beliefs about what makes mathematics
intrinsically motivating and provide instances of the representations of
their beliefs at 2 times: before the introduction of middle school
mathematics curricula organized around the tenets of Realistic Mathematics
Education and after 1 year of implementing a pilot program.
Personal-constructs analyses are paired with observations of teachers'
classrooms and their beliefs and perceptions as reported in semistructured
interviews. Results indicate that the teachers became more attuned to the
conceptual complexity and challenge of mathematics activities and placed less
emphasis on task ease over their year of involvement in the pilot program.
Results are discussed in relation to "job-embedded learning," a
form of staff development that fosters teachers' development of meaning with
regard to reforms, and how such learning enables shifts in teacher beliefs