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The beliefs/practice connection in broadly defined contexts


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 2005 MERGA Inc.

DOI: doi:10.1007/BF03217415


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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