ARAB AND JEWISH MATHEMATICS TEACHERS' ENDORSED PEDAGOGICAL NARRATIVES AND REPORTED PRACTICES

Soryna Sabbah; Einat Heyd-Metzuyanim

ARAB AND JEWISH MATHEMATICS TEACHERS' ENDORSED PEDAGOGICAL NARRATIVES AND REPORTED PRACTICES

Soryna Sabbah, Einat Heyd-Metzuyanim

Education in Science and Technology

Technion - Israel Institute of Technology

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Our aim in this study was to adjust a qualitative discursive framework on teachers’ pedagogical discourse to develop a survey tool that would enable a quantitative examination of teachers' endorsed pedagogical narratives, or beliefs, and their reported practices. Furthermore, we aimed to use the survey tool to assess differences in beliefs and reported practices between Arab (N=28) and Jewish (N=45) teachers in TEAMS (Teaching Exploratively for All Mathematics Students) professional learning communities. The survey was developed around three sub-scales: Exploratory pedagogical discourse (EPD), Delivery pedagogical discourse (DPD), and mathematical literacy. Findings reveal satisfactory reliability measures of the three subscales, as well as interesting differences between the Arab and Jewish teachers.

Original language	English
Title of host publication	Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022
Editors	Ceneida Fernández, Salvador Llinares, Ángel Gutiérrez, Núria Planas
Pages	371-378
Number of pages	8
State	Published - 2022
Event	45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022 - Alicante, Spain Duration: 18 Jul 2022 → 23 Jul 2022

Publication series

Name	Proceedings of the International Group for the Psychology of Mathematics Education
Volume	3

Conference

Conference	45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022
Country/Territory	Spain
City	Alicante
Period	18/07/22 → 23/07/22

All Science Journal Classification (ASJC) codes

Mathematics (miscellaneous)
Developmental and Educational Psychology
Experimental and Cognitive Psychology
Education

Cite this

Sabbah, S., & Heyd-Metzuyanim, E. (2022). ARAB AND JEWISH MATHEMATICS TEACHERS' ENDORSED PEDAGOGICAL NARRATIVES AND REPORTED PRACTICES. In C. Fernández, S. Llinares, Á. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022 (pp. 371-378). (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 3).

Sabbah, Soryna ; Heyd-Metzuyanim, Einat. / ARAB AND JEWISH MATHEMATICS TEACHERS' ENDORSED PEDAGOGICAL NARRATIVES AND REPORTED PRACTICES. Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022. editor / Ceneida Fernández ; Salvador Llinares ; Ángel Gutiérrez ; Núria Planas. 2022. pp. 371-378 (Proceedings of the International Group for the Psychology of Mathematics Education).

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abstract = "Our aim in this study was to adjust a qualitative discursive framework on teachers{\textquoteright} pedagogical discourse to develop a survey tool that would enable a quantitative examination of teachers' endorsed pedagogical narratives, or beliefs, and their reported practices. Furthermore, we aimed to use the survey tool to assess differences in beliefs and reported practices between Arab (N=28) and Jewish (N=45) teachers in TEAMS (Teaching Exploratively for All Mathematics Students) professional learning communities. The survey was developed around three sub-scales: Exploratory pedagogical discourse (EPD), Delivery pedagogical discourse (DPD), and mathematical literacy. Findings reveal satisfactory reliability measures of the three subscales, as well as interesting differences between the Arab and Jewish teachers.",

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Sabbah, S & Heyd-Metzuyanim, E 2022, ARAB AND JEWISH MATHEMATICS TEACHERS' ENDORSED PEDAGOGICAL NARRATIVES AND REPORTED PRACTICES. in C Fernández, S Llinares, Á Gutiérrez & N Planas (eds), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022. Proceedings of the International Group for the Psychology of Mathematics Education, vol. 3, pp. 371-378, 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022, Alicante, Spain, 18/07/22.

ARAB AND JEWISH MATHEMATICS TEACHERS' ENDORSED PEDAGOGICAL NARRATIVES AND REPORTED PRACTICES. / Sabbah, Soryna; Heyd-Metzuyanim, Einat.
Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022. ed. / Ceneida Fernández; Salvador Llinares; Ángel Gutiérrez; Núria Planas. 2022. p. 371-378 (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 3).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AB - Our aim in this study was to adjust a qualitative discursive framework on teachers’ pedagogical discourse to develop a survey tool that would enable a quantitative examination of teachers' endorsed pedagogical narratives, or beliefs, and their reported practices. Furthermore, we aimed to use the survey tool to assess differences in beliefs and reported practices between Arab (N=28) and Jewish (N=45) teachers in TEAMS (Teaching Exploratively for All Mathematics Students) professional learning communities. The survey was developed around three sub-scales: Exploratory pedagogical discourse (EPD), Delivery pedagogical discourse (DPD), and mathematical literacy. Findings reveal satisfactory reliability measures of the three subscales, as well as interesting differences between the Arab and Jewish teachers.

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Sabbah S, Heyd-Metzuyanim E. ARAB AND JEWISH MATHEMATICS TEACHERS' ENDORSED PEDAGOGICAL NARRATIVES AND REPORTED PRACTICES. In Fernández C, Llinares S, Gutiérrez Á, Planas N, editors, Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022. 2022. p. 371-378. (Proceedings of the International Group for the Psychology of Mathematics Education).

ARAB AND JEWISH MATHEMATICS TEACHERS' ENDORSED PEDAGOGICAL NARRATIVES AND REPORTED PRACTICES

Abstract

Publication series

Conference

All Science Journal Classification (ASJC) codes

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