NDLI: A Typology of Mathematics Teachers' Beliefs about Teaching and Learning Mathematics and Instructional Practices

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A Typology of Mathematics Teachers' Beliefs about Teaching and Learning Mathematics and Instructional Practices

Content Provider	ERIC
Author	Barkatsas, Anastasios (Tasos) Malone, John
Spatial Coverage	Greece
Abstract	The primary purposes of the study reported here were to investigate Greek mathematics teachers' beliefs regarding the nature of mathematics and mathematics teaching and learning, and to explore the various links between these beliefs and instructional practice. Two orientations that are characteristic of secondary mathematics teachers' beliefs were identified: A contemporary--constructivist orientation, and a traditional--transmission--information processing orientation. A case study of a veteran teacher demonstrated that classrooms can be complex sites of political, historical, social and cultural influences, and that the teacher's beliefs about mathematics learning and teaching were less traditional than her actual teaching practice. (Contains 1 figure and 1 table.)
Related Links	https://files.eric.ed.gov/fulltext/EJ747908.pdf
Ending Page	90
Starting Page	69
ISSN	10332170
Journal	Mathematics Education Research Journal
Issue Number	2
Volume Number	17
Language	English
Publisher	Mathematics Education Research Group of Australasia
Publisher Date	2005-01-01
Access Restriction	Open
Subject Keyword	Research Mathematics Teachers Beliefs Teaching Methods Mathematics Instruction Case Studies Constructivism (Learning) Teacher Surveys Foreign Countries Secondary School Teachers Qualitative Research Questionnaires Factor Analysis Research Methodology Classroom Environment Theory Practice Relationship Classification Secondary Education
Content Type	Text
Resource Type	Article
Subject	Education Mathematics

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