Domain-Specific Belief Systems of Secondary Mathematics Teachers

Eichler, Andreas; Erens, Ralf

doi:10.1007/978-3-319-06808-4_9

Cited by 24 publications

(19 citation statements)

References 21 publications

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“…These beliefs are associated with rules, exact formulas and theories for memorization (Martino & Zan, 2011). The traditional belief about the nature of mathematics aligns with instrumentalist views that consider mathematics as a collection of rules, facts, and skills (Eichler & Erens, 2015). The teachers emphasize the justification of mathematical knowledge from the external authorities (Ernest, 1991).…”

Section: Traditional Beliefs About Mathematicsmentioning

confidence: 99%

“…These beliefs about mathematical knowledge content, process, and pedagogy either may come through an authority or they are constructed or created by an individual or group. The cognition and beliefs of an individual or a group may interact, inform, and update each other through affect (Eichler & Erens, 2015) that influence mental schema or image of an object or a process. The cognitive dimension of beliefs can play an important role in determining one's beliefs about the content and pedagogical process.…”

Section: Cognitive Dimension Of Beliefsmentioning

confidence: 99%

“…This kind of beliefs originated from Platonism in the philosophy of mathematics. The formalist beliefs are associated with the nature of mathematics as a formal, axiomatic, and rigorous body of knowledge with logical proofs and structures (Eichler & Erens, 2015;Ernest, 1991). Another belief related to constructivism contemplates mathematics as a corrigible, changeable, and challengeable body of knowledge through human (individual or social) construction (Ernest, 1991;Prawat, 1992).…”

Section: Beliefs About Mathematicsmentioning

confidence: 99%

See 2 more Smart Citations

Meanings, Dimensions, and Categories of Mathematics Teacher Beliefs: A Navigation through the Literature

Belbase

2019

Int. J. Emerg. Math. Educ.

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This paper aimed to discuss the meanings, dimensions, and categories of teacher beliefs about teaching and learning mathematics. I reviewed the relevant literature about teacher beliefs in general, beliefs about mathematics, and beliefs about mathematics teaching and learning in particular. Based on the review of the literature, I outlined the meanings of teacher beliefs and conceptualized three dimensions of teacher beliefs-affective dimension, cognitive dimension, and pedagogical dimension. Then, I discussed three viewpoints to observe teacher beliefs-relational, institutional, and praxis lenses. I utilized these lenses to categorize belief constructs into three classes of beliefs about mathematics, teaching mathematics, and learning mathematics. These classes' included-instrumentalist, constructivist, and integral beliefs. I addressed the pedagogical implications of these categorical beliefs in the end.

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Section: Traditional Beliefs About Mathematicsmentioning

confidence: 99%

Section: Cognitive Dimension Of Beliefsmentioning

confidence: 99%

Section: Beliefs About Mathematicsmentioning

confidence: 99%

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Meanings, Dimensions, and Categories of Mathematics Teacher Beliefs: A Navigation through the Literature

Belbase

2019

Int. J. Emerg. Math. Educ.

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“…Further evidence for this belief was given by the strong correlation of scales measuring the teachers' interest in mathematics and statistics (Sturm 2016) and the strong correlation of scales measuring anxiety towards mathematics and statistics (Nasser 2004). A different qualitative study that included 50 teachers showed that teachers understood statistics as an integral part of mathematics and understood statistics as applied mathematics (Eichler and Erens 2015).…”

Section: Teachers' Beliefs Towards Statisticsmentioning

confidence: 99%

Empirical Research in Statistics Education

Eichler

Zapata‐Cardona

2016

ICME-13 Topical Surveys

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In this ICME-13 Topical Survey, we provide a review of recent research into statistics education. We focus our review on empirical research that has been published in established educational journals or the proceedings of important conferences that include at least a section referring to statistics education. We have identified and will address six important research topics, namely, teacher knowledge, teachers' statistics-related affect, teacher preparation, student knowledge, students' statistics-related affect, and student learning of statistics with technology. For each research topic we build upon existing reviews and add more recent research. In each section we start with a review of recent research and end with a brief conclusion for each research topic.

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“…Teachers' beliefs and goals as a target of the mentioned life-long learning are understood to impact on both the teachers' actual teaching of mathematics (e.g. Eichler & Erens, 2015) and also the teachers' professional development (e.g. Philipp, 2007).…”

Section: Introductionmentioning

confidence: 99%

Belief Changes in the Transition from University Studies to School Practice

Erens

Eichler

2019

ICME-13 Monographs

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Teachers' intended instructional design of lessons are represented by their belief systems as a part of mathematics-related affect. This chapter focuses on 20 prospective secondary teachers' beliefs towards their teaching of calculus at uppersecondary level. The theoretical framework in relation to the international discussion on beliefs and affect and methodological considerations referring to a qualitative design will be outlined. Afterwards the focus lies on studying these teachers' beliefs with a particular concern for how these beliefs might change depending on the stage of their professional development. Results from a qualitative study of preservice teachers and teacher trainees will be discussed centred on whether and how changes in their belief systems occur. Our results show that the teachers' central beliefs remain stable whereas subordinated and peripheral beliefs slightly change.

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Domain-Specific Belief Systems of Secondary Mathematics Teachers

Cited by 24 publications

References 21 publications

Meanings, Dimensions, and Categories of Mathematics Teacher Beliefs: A Navigation through the Literature

Meanings, Dimensions, and Categories of Mathematics Teacher Beliefs: A Navigation through the Literature

Empirical Research in Statistics Education

Belief Changes in the Transition from University Studies to School Practice

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