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The beliefs/practice connection in broadly defined contexts

journal contribution
posted on 2023-05-16, 17:38 authored by Kim Beswick
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.

History

Publication title

Mathematics Education Research Journal

Volume

17

Pagination

39-68

ISSN

1033-2170

Department/School

Faculty of Education

Publisher

Mathematics Education Research Group of Australasia

Place of publication

Melbourne

Rights statement

Copyright 2005 MERGA Inc.

Repository Status

  • Restricted

Socio-economic Objectives

Other education and training not elsewhere classified

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