caa a22 4500 606187960 CHVBK 20210128100843.0 cr unu---uuuuu 210128e20151001xx s 000 0 eng 10.1007/s10857-015-9321-z doi (NATIONALLICENCE)springer-10.1007/s10857-015-9321-z Defining, developing, and measuring "Proclivities for Teaching Mathematics” [Elektronische Daten] [Jennifer Lewis, Davida Fischman, Matt Riggs] This article presents a form of teacher reasoning that we call proclivities for teaching mathematics. We define proclivities for teaching mathematics as the beliefs, knowledge, and dispositions that are actionable in the flow of instruction, and we argue that growth in this area contributes to positive change in mathematics instruction. Proclivities for teaching mathematics encompass four domains: productive disposition, openness to new ideas, thought processes, and organization of mathematical thought; in this article, we focus on productive disposition. The article provides a rationale for the construct of proclivities for teaching mathematics, and describes an initial attempt to develop measures for these proclivities. Analyses of data from a sample of 63 teachers indicate that measures of proclivities for teaching mathematics are associated with increases in teacher knowledge, self-efficacy, and instructional improvement over time, and although the dataset is small, these positive indicators suggest that further exploration of this construct is warranted. Springer Science+Business Media Dordrecht, 2015 Professional development nationallicence Measurement nationallicence Teacher learning nationallicence Lewis Jennifer Wayne State University, Detroit, MI, USA aut Fischman Davida California State University, San Bernardino, CA, USA aut Riggs Matt California State University, San Bernardino, CA, USA aut Journal of Mathematics Teacher Education Springer Netherlands 18/5(2015-10-01), 447-465 1386-4416 18:5<447 2015 18 10857 https://doi.org/10.1007/s10857-015-9321-z text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10857-015-9321-z text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Lewis Jennifer Wayne State University, Detroit, MI, USA aut NATIONALLICENCE 700 1- Fischman Davida California State University, San Bernardino, CA, USA aut NATIONALLICENCE 700 1- Riggs Matt California State University, San Bernardino, CA, USA aut NATIONALLICENCE 773 0- Journal of Mathematics Teacher Education Springer Netherlands 18/5(2015-10-01), 447-465 1386-4416 18:5<447 2015 18 10857