NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ924729
Record Type: Journal
Publication Date: 2004-Mar
Pages: 19
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-1571-0068
A Case Study of Teacher Beliefs on Students' Beliefs about Multiple Representations
Patterson, Nikita D.; Norwood, Karen S.
International Journal of Science and Mathematics Education, v2 n1 p5-23 Mar 2004
The mathematics education community, in its call for reform, underscores the importance of mathematics instruction emphasizing the use of multiple representations in the presentation of concepts. The focus of the study was how teacher beliefs affect their ability to implement a multiple representations curriculum. The novice instructor's attitude remained neutral while the experienced instructor's attitude remained somewhat positive. Of the eight students in the study, six of them showed a more positive attitude towards technology use and multiple representations by the end of the semester. The students increased their calculator use in both classes, particularly in the experienced teacher's class. Implications for further research were that teacher training is essential if reform curricula are to be properly implemented.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A