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The beliefs/practice connection in broadly defined contexts
Citation
Beswick, K, The beliefs/practice connection in broadly defined contexts, Mathematics Education Research Journal, 17, (2) pp. 39-68. ISSN 1033-2170 (2005) [Refereed Article]
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Copyright Statement
Copyright 2005 MERGA Inc.
Abstract
The findings of a study that examined the connection between the beliefs of
secondary mathematics teachers and their classroom practices are reported in
this article. Classroom practice was defined in terms of the extent to which
classroom environments could be characterised as constructivist. Cluster
analysis was used to group teachers according to their responses to a beliefs
instrument and to group their classes according to their average responses to a
classroom environment survey. Associations between the two sets of clusters
were found, suggesting some consistency between broad relatively decontextualised
teacher beliefs and student perceptions considered at the whole
class level.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Research Division: | Education |
| Research Group: | Curriculum and pedagogy |
| Research Field: | Mathematics and numeracy curriculum and pedagogy |
| Objective Division: | Education and Training |
| Objective Group: | Other education and training |
| Objective Field: | Other education and training not elsewhere classified |
| UTAS Author: | Beswick, K (Professor Kim Beswick) |
| ID Code: | 38851 |
| Year Published: | 2005 |
| Deposited By: | Education |
| Deposited On: | 2005-08-01 |
| Last Modified: | 2010-05-04 |
| Downloads: | 12 View Download Statistics |
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