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Teachers' Beliefs that Matter in Secondary Mathematics Classrooms

Citation

Beswick, K, Teachers' Beliefs that Matter in Secondary Mathematics Classrooms, Educational Studies in Mathematics, 65, (1) pp. 95-120. ISSN 0013-1954 (2006) [Refereed Article]


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The original publication is available at www.springerlink.com

DOI: doi:10.1007/s10649-006-9035-3

Abstract

This paper reports the findings of a study that sought to identify particular centrally held beliefs of secondary mathematics teachers that underpinned the establishment of classroom environments that were consistent with the principles of constructivism. The nine crucial beliefs identified were held by one or other of two teachers and emerged from teacher and student surveys, interviews with the teachers and classroom observations. As is the case with all beliefs, these beliefs were contextually bound but since the contexts in which they applied were broader than particular classrooms it is argued that they may be generalisable to other contexts and even predictive of teachers likely to create similar classroom environments.

Item Details

Item Type:Refereed Article
Keywords: classroom environment - constructivism - secondary mathematics teachers - teachers’ beliefs - teaching practice
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Education and Training Systems
Objective Field:Education and Training Systems not elsewhere classified
Author:Beswick, K (Professor Kim Beswick)
ID Code:40935
Year Published:2006
Deposited By:Education
Deposited On:2006-08-01
Last Modified:2010-04-30
Downloads:15 View Download Statistics

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