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Exploring the relationship between mathematics teachers’ implicit associations and their enacted practices

  • Brent DavisEmail author
  • Jo Towers
  • Olive Chapman
  • Michelle Drefs
  • Sharon Friesen
Article

Abstract

We examine the relationship between how teachers talk about teaching and their actual teaching practices. Analyses of their talk were based on extensive transcripts and writings and focused on metaphors and images invoked when discussing knowledge, learning, and teaching. Three distinct and coherent webs of association were identified, which we describe as “traditional,” “reform,” and “middling.” For both traditional and reform teachers, preferred webs of association proved to be highly consistent with classroom practices. For teachers who tended to draw on the “middling” web, practices tended to vary dramatically, and habits of speaking appeared to be linked to frustrations with teaching. Implications for professional learning are discussed.

Keywords

Teacher knowledge Teacher beliefs Teaching practices Educational change 

Notes

Funding

Funding was provided by Social Sciences and Humanities Research Council of Canada.

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Copyright information

© Springer Nature B.V. 2019

Authors and Affiliations

  • Brent Davis
    • 1
    Email author
  • Jo Towers
    • 1
  • Olive Chapman
    • 1
  • Michelle Drefs
    • 1
  • Sharon Friesen
    • 1
  1. 1.University of CalgaryCalgaryCanada

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