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ERIC Number: EJ1054667
Record Type: Journal
Publication Date: 2015-Apr
Pages: 29
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-1386-4416
Dispelling the Notion of Inconsistencies in Teachers' Mathematics Beliefs and Practices: A 3-Year Case Study
Cross Francis, Dionne I.
Journal of Mathematics Teacher Education, v18 n2 p173-201 Apr 2015
Researchers in the field of mathematics education have focused on beliefs as a significant area of study because of the influence of beliefs on what is taught and learned. Much of the research in this area speaks about inconsistency between teachers' beliefs about mathematics teaching and learning and their classroom practices. In this case study, I look beyond two elementary teachers' perceived inconsistencies to gain a better understanding of the nature of their beliefs and how they are organized. Data were gathered from individual and focus group interviews, classroom observations, email communications, and researcher memos over the course of 3 years. Results showed that non-mathematics beliefs and contextual factors took precedence in certain classroom situations and contextual factors had an intervening influence on the actualization of beliefs. Several theoretical, methodological and practical implications of the findings are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A