Open AccessMerging Invitational Theory with Mathematics Education
Author(s) -
Anita Narvarte Kitchens,
Robert G. Wenta
Publication year - 2022
Publication title -
journal of invitational theory and practice
Language(s) - English
Resource type - Journals
ISSN - 1060-6041
DOI - 10.26522/jitp.v13i.3810
Subject(s) - cognitive dissonance , mathematics education , psychology , professional development , pedagogy , social psychology
Two faculty members in the department of mathematical sciences at a four-year university,with teacher-education experience, presented a workshop for in-service elementaryand middle-school teachers. The intention was to address affective aspects of teachingincluding: teacher efficacy, learning styles, cognitive dissonance, relaxation, and beliefsas they influence behavior in order to motivate reflection and change. The goal of theworkshop was to enhance the professional and personal development of the participants.The outline and implementation of the workshop were consistent with major tenets ofInvitational Theory and with NCTM’s 2000 Principles and Standards for School Mathematics.The intent of this paper is to suggest that educators reflect upon the teacher educationprogram at their university and offer similar workshops.