NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1112454
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1691-4147
The Relationship between Mathematics Teachers' Teaching Approaches and 9th Grade Students' Mathematics Self
Briede, Liene
Journal of Teacher Education for Sustainability, v18 n1 p34-47 2016
The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade students' mathematical self. The study searched for the answers on three research questions, namely, about 1) the approaches prevailing in mathematics teachers' beliefs about effective teaching and self-reports about their classroom practices, 2) the qualitative and quantitative features of students' mathematical self, and 3) the relationships between the teaching approaches supported by mathematics teachers, the indicators of their 9th grade students' mathematical self, teachers' socio-demographic indicators, and students' socio-demographic indicators. The outcomes of the study show that because of the complex structure of the phenomena, it is difficult to classify mathematics teachers' beliefs on teaching and their self-reported practice into theoretically predefined groups though the use of constructivism in a lesson has a more positive influence on students' mathematical self than mere support of the constructivist beliefs.
UNESCO Chair on Interplay of Tradition and Innovation in ESD. Parades 1-220, Daugavpils University, Daugavplis LV-5401, Latvia. Tel: 371-6542-5452; Fax: 371-6542-2890; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Latvia
Grant or Contract Numbers: N/A