This study sets out to examine the influence of a value-based intervention on two elementary school teachers’ use of practical activities in mathematics teaching. The intervention was a “Values and Knowledge Education” (VaKE)-based in-service course that introduced the two teachers to a value-based approach to mathematics teaching. The introduction included examples that were supported by use of practical activities. Interviews prior to the intervention made the teachers aware of an inconsistency between the desired and actual practice of their own teaching. The intervention provided them with a possibility of narrowing the gap between vision and practice by changing practice. Qualitative data show how the VaKE approach offered an alternative that opened up for increased use of practical activities in the teaching of mathematics, but also showed how good intentions of changing practice might be restrained or hindered by beliefs and previous experience.
Haara, Frode Olav and Smith, Kari
"Increasing the Use of Practical Activities through Changed Practice,"
The Mathematics Enthusiast: Vol. 9
, Article 5.
Available at: http://scholarworks.umt.edu/tme/vol9/iss1/5