Arab and Jewish mathematics teachers' endorsed pedagogical narratives and reported practices

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.