Stevens, G. Harris, Z. Aguirre-Munozc and L. Cobbs conducted a case study approach to increasing teachers’ mathematics knowledge for teaching and strategies for building students’ maths self-efficacy. This literature review reveals that teachers face challenges in designing effective development activities …
The case method can be effective in conducting an in depth analysis of the classroom activities. Case based method of instruction provides teachers with several opportunities to consider the difficulties of teaching and learning process from a different point of view. This method also develops critical thinking and reflection in teachers. Therefore, Stevens et al used a case study to elicit teachers content knowledge, their ability to identify student misconceptions as well as conducting critical reflection. Stevens et al drew nine participants five women and four men, with ages ranging from 31 to over 60 years. These participants participated in the workshop and completed the Q methodology. The participants had an experience of over seven years teaching at public schools and eleven years of higher education teaching. Stevens et al developed concourse statements relevant to the mathematics development workshop. The team members discussed the teaching strategies and materials that were to be used. The members developed 12 statements that represented the activities related to the conceptual knowledge. The participants arranged the statement in terms of preference. They arranged the ones they feel helped them in conceptual development. Stevens et al conducted Correlation coefficients to compare the manner in which individual participants sorted the statements for each Q set. He conducted Principal components Analysis to identify the number of components present in the data. ...
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