ERIC Number: EJ826884
Record Type: Journal
Publication Date: 2009-Feb
Abstractor: As Provided
Reference Count: 0
Contextualising the Notion of "Belief Enactment"
Journal of Mathematics Teacher Education, v12 n1 p27-46 Feb 2009
For more than 20 years, belief research has been based on the premise that teachers' beliefs may serve as an explanatory principle for classroom practice. This is a highly individual perspective on belief-practice relationships, one that does not seem to have been influenced by the increasingly social emphases in other parts of mathematics education research. In this article, I use the notions of context and practice to develop a locally social approach to understanding the belief-practice relationships. It is a corollary of the approach taken that the high hopes for belief research with regard to its potential impact on mathematics instruction need to be modified.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A