Teachers’ beliefs towards teaching calculus

Eichler, Andreas; Erens, Ralf

doi:10.1007/s11858-014-0606-y

Cited by 20 publications

(12 citation statements)

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“…As mentioned before, an interesting question is if the slight changes in the belief systems of our teachers are a temporary phenomenon or the starting point for further development and, potentially, also a change of central beliefs. Since our research also yielded results of experienced teachers who sometimes prefer more intensely formalist goals (see Eichler & Erens, 2014), one could hypothesize that the slight development of teachers' beliefs in the direction of formalist oriented goals could result in a stronger development in the first years as a qualified teacher. However, to gain insight in this development, a stronger focus on a long-term development is necessary (cf.…”

Section: Discussionmentioning

confidence: 89%

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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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Section: Discussionmentioning

confidence: 89%

“…Goals could be understood as representing a teacher's conviction of an appropriate way of teaching (Eichler & Erens, 2014). In contrast to beliefs, teaching goals like "I want to teach applications" or "I want my students to promote networked thinking" have no logical value.…”

Section: Teacher Beliefsmentioning

confidence: 99%

Belief Changes in the Transition from University Studies to School Practice

Erens

Eichler

2019

ICME-13 Monographs

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“…The function of beliefs as a filter is one reason why teachers' beliefs have represented an important focus of mathematics education research in recent decades [20,28]. Furthermore, the current status of teachers' beliefs seems to be related to their individual curricula [33], their enacted curricula, i.e., the teachers' classroom practice [20,34] and, finally, teachers' beliefs seem to have an impact on students' learning [35,36]. For this reason, teachers' beliefs about digital tools potentially influence the way students work with these tools in mathematics classrooms and how students gain knowledge and beliefs about digital tools.…”

Section: Definition Function Importancementioning

confidence: 99%

Developing Prospective Teachers’ Beliefs about Digital Tools and Digital Feedback

Speer

Eichler

2022

Mathematics

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In classrooms today, teachers are asked to support their teaching with digital tools. For this purpose, teachers require not only technological knowledge but also corresponding beliefs about the advantages of digital tools. The development of those beliefs should already be embedded in the university education of teachers. To this end, we developed a university seminar aimed at fostering prospective teachers’ confidence in the utility of digital tools, using the digital tool STACK as an example. The seminar is based on learning mathematics with the digital tool STACK, independently designing digital tasks with said tool, and finally, reflecting on a teaching experiment with school students using STACK. To make the development of prospective teachers’ beliefs visible throughout the seminar, we worked with different qualitative methods. The results of this case study show that there are four developmental phases of prospective teachers’ beliefs which include an initial situation, a purely positive phase, a disillusionment, and a phase of differentiated beliefs. It becomes apparent that it is possible to develop prospective teachers’ beliefs about digital tools in a positive way.

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“…Teachers' technological content knowledge and students' expectations must be taken into consideration. For instance, the study carried out by Eichler and Erens (2014) showed that only a few teachers (2 out of 29) integrate technology into their intended curricula in a sophisticated way to improve students' understanding, whereas most of the teachers used to reduce students' investment in calculations. It is unclear how much CAS-supported teaching is able to fulfil the expectations of students and how these expectations change according to individual differences.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Do calculus students demand technology integration into learning environment? case of instructional differences

Sevimli

2016

Int J Educ Technol High Educ

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This study evaluated how calculus students' attitudes towards usage of technology changes according to their learning environment and thinking types at the undergraduate level. Thus, the study attempted to determine the place and importance of technological support in the process of attaining the aimed and obtained acquisitions by students. Participants of the study consist of forty-three calculus students who are studying in traditional or CAS-supported teaching environments, and have different thinking types. Pre-and post-assessment tools were used in the data gathering process, and the data were evaluated with descriptive statistics. The results of the study showed that students in the traditional group place more importance on procedural skills, while students in the CAS group attach more importance to conceptual skills in terms of instructional objects. It also determined that acquisitions, which students think developed differ according to learning environment and thinking types. The main implications of the study were discussed in terms of the related literature and teaching practice.

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Teachers’ beliefs towards teaching calculus

Cited by 20 publications

References 19 publications

Belief Changes in the Transition from University Studies to School Practice

Belief Changes in the Transition from University Studies to School Practice

Developing Prospective Teachers’ Beliefs about Digital Tools and Digital Feedback

Do calculus students demand technology integration into learning environment? case of instructional differences

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