ERIC Number: EJ1249769
Record Type: Journal
Publication Date: 2020-Mar
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8251
EISSN: N/A
Teaching Mathematics for Conceptual Understanding: Teachers' Beliefs and Practices and the Role of Constraints
Yurekli, Bilge; Stein, Mary Kay; Correnti, Richard; Kisa, Zahid
Journal for Research in Mathematics Education, v51 n2 p234-247 Mar 2020
A major influence on mathematics teachers' instruction is their beliefs. However, teachers' instructional practices do not always neatly align with their beliefs because of factors perceived as constraints. The purpose of this article is to introduce a new approach for examining the relationship between teachers' beliefs and practices, an approach that focuses on specific instructional practices that support the development of students' conceptual understanding and on mismatches that occur between what teachers believe to be important and what they report actually doing in the classroom. We also examine the relationship between teachers' self-reported constraints and mismatches between teachers' beliefs and practices.
Descriptors: Mathematics Teachers, Mathematics Instruction, Teacher Attitudes, Beliefs, Educational Practices, Reliability, Teaching Methods, Common Core State Standards, Theory Practice Relationship
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A