The use of teachers’ baseline normative beliefs to guide professional development in teaching mathematics

Lloyd, Mary Elizabeth Riley; Veal, William R.; Howell, Malia R.

doi:10.1080/19415257.2015.1015747

Cited by 6 publications

(8 citation statements)

References 28 publications

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“…The distinction between espoused and enacted is essential, since case studies have shown that there can be a great disparity between teacher's espoused and enacted models (e.g. Brown & McNamara, 2011;Lloyd, Veal, & Howell, 2016).…”

Section: Macroscopic Belief System Modelmentioning

confidence: 99%

Teachers’ beliefs systems about improving transfer of algebraic skills from mathematics into physics in senior pre-university education

Turşucu

Spandaw

Flipse

et al. 2018

International Journal of Science Education

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Senior pre-university education (SPE) students experience difficulties applying mathematics to physics. This paper reports the outcome of an online explorative quantitative study of teachers' belief systems about improving transfer of algebraic skills from mathematics into physics, conducted among 503 mathematics and physics teachers working in SPE. We used a questionnaire with 16 beliefs about improving transfer, and asked teachers to select a top 5 and distribute 50 points among them. We used agglomerative hierarchical clustering to cluster qualified SPE teachers with more than 10 years of teaching experience. We found 3 large clusters, each containing naïve and desirable beliefs about transfer. These clusters turned out to be rather coherent sets of beliefs. Hence, these clusters can be interpreted as belief systems, to a certain extent justifying Ernest's [(1991). The philosophy of mathematics education. London: Falmer.] idea to cluster teachers based on their belief systems. We found relations between our groups and those of Ernest. Since naïve beliefs turn out to be weak in each cluster, science teacher educators can help science teachers to change their harmful naïve beliefs, into desirable transfer enhancing beliefs. Furthermore, we discuss some implications of our results for science teacher educators, curricula, teachers and textbooks.

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Section: Macroscopic Belief System Modelmentioning

confidence: 99%

Teachers’ beliefs systems about improving transfer of algebraic skills from mathematics into physics in senior pre-university education

Turşucu

Spandaw

Flipse

et al. 2018

International Journal of Science Education

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show abstract

“…Math and science standards implementation may be considered differently due to the nature of the standards. The results of a similar study (Lloyd, Veal, & Howell, ) completed with math teachers indicated that the implementation of mathematics standards was more difficult. Science teachers appeared to be more eager to accept, claim to practice, and implement performance‐based standards compared to math teachers.…”

Section: Resultsmentioning

confidence: 96%

“…Consistent with the reported literature, the data revealed that teachers believed that a certain strategy was best practice but were unsure of how to implement the strategy practically and effectively. This discontinuity should be brought to the attention of the teachers so that they can discuss ways to effectively implement specific teaching practices within and despite constraining parameters that they perceive to be out of their control (Lloyd, Veal, & Howell, ; Thompson & Zeuli, ; Wallace & Kang, ).…”

Section: Resultsmentioning

confidence: 99%

“…There are no current instruments that completely evaluate the relationship among science teachers' normative beliefs and discursive claims; thus, this study drew inspiration and items from other published instruments to create the survey used in this study. A parallel belief survey was originally designed for the mathematics teachers in this project so that ultimately comparisons could be made between science and mathematics teachers (Lloyd, Veal, & Howell, ). The items used in this survey align well with previous instruments used in science teacher belief research; for example, the Context Beliefs About Teaching Science instrument (Lumpe et al, ) and the Personal Agency Belief Profile (Haney et al, ).…”

Section: Methodsmentioning

confidence: 99%

“…While forcing science teachers to rethink instruction, the adoption of national reform‐based standards or effectively organized curricula that emphasize connections, problem solving, and communication does not guarantee successful implementation of reform‐based strategies. Teachers' “selection and set‐up of high‐level tasks” (Kisa & Stein, ; Stein, Grover, & Henningsen, , p. 106) and teachers' normative beliefs that reform‐based, high‐level tasks are best practice also do not guarantee whether these tasks and methods are implemented (Lloyd, Veal, & Howell, ). Simply put, there exists a gap between the adoption of standards and their successful implementation (National Council for Teachers of Mathematics, ).…”

Section: Introductionmentioning

confidence: 99%

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Normative beliefs, discursive claims, and implementation of reform‐based science standards

et al. 2015

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Reform-based science instruction is guided by teachers' normative beliefs. Discursive claims are how teachers say they teach science. Previous research has studied the change in teachers' beliefs and how beliefs influence intended practice and action in the classroom. Few studies have connected what teachers believe, how they say they teach, and how they actually teach in the classroom. The purpose of this study was to investigate how a teacher's normative beliefs, discursive claims, and classroom practices were related to the implementation of reform-based standards. This research study analyzed 78 secondary science teachers' beliefs and claims about teaching in a reform-based, innovative manner. A subset of teachers was observed in the classroom to determine the relationship among beliefs, claims, and implementation in the classroom. The study revealed that there is a disconnect between what science teachers believe and what they say about science teaching. A teacher with traditional normative beliefs and innovative discursive claims implemented reform-based pedagogy. Beliefs alone were not a good predictor of innovative teaching, whereas discursive claims were determined to be a better predictor for implementation of reform-based science teaching. Innovative discursive claims, regardless of the type of beliefs, resulted in innovative teaching. A NormativeDiscursive-Practice Model is proposed to guide research about beliefs and claims leading to classroom implementation. The conclusions indicate that determining teachers' discursive claims is more informative for planning professional development than determining or monitoring their beliefs.

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Teacher educators’ general beliefs and personal identifications related to mathematics

Lloyd

2022

Math Ed Res J

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The use of teachers’ baseline normative beliefs to guide professional development in teaching mathematics

Cited by 6 publications

References 28 publications

Teachers’ beliefs systems about improving transfer of algebraic skills from mathematics into physics in senior pre-university education

Teachers’ beliefs systems about improving transfer of algebraic skills from mathematics into physics in senior pre-university education

Normative beliefs, discursive claims, and implementation of reform‐based science standards

Teacher educators’ general beliefs and personal identifications related to mathematics

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