Mathematical Beliefs — A Search for a Common Ground: Some Theoretical Considerations on Structuring Beliefs, Some Research Questions, and Some Phenomenological Observations
By Günter Törner. 2002
113 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/633f8d061ec7f836938eb2a5080c8600a77eb06f
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
In Education
- Roberta Y. Schorr
- Y. Epstein
- Lisa B. Warner
- Jurgen Maasz
- Wolfgang Schlöglmann
- S. Kuntze
- G. Goldin
- G. Lewis
Citations in the corpus
- Beliefs and Attitudes in Mathematics Education: New Research Results (2009, background): “The book edited by Leder, Pehkonen and Törner (2002), which had its origins in a conference at the Mathematics Research Institute in Oberwolfach, Germany in 1999, sought to address mathematics teachers’ beliefs, students’ beliefs, beliefs about the self, and some rather general beliefs related to…”
- Beliefs and engagement structures: behind the affective dimension of mathematical learning (2011, background): “Here, Goldin et al. (2009) review ideas of beliefs as themselves structured (cf. Törner, 2002), as linking to each other to form belief systems (cf. Green, 1971), and as embedded in larger affective and cognitive structures.”
- Studying the Practical Rationality of Mathematics Teaching: What Goes Into “Installing” a Theorem in Geometry? (2011, unknown): “The distinction between professed beliefs and attributed beliefs has been used to account for the relationship between those resources and pedagogical action ( Torner, 2002 ) and researchers have found consistencies as well as inconsistencies between what teachers profess and what they do (see Cohe”
- Pedagogical content beliefs: global, content domain-related and situation-specific components (2012, background): “On an even more content-specific level, Torner (2002) has described subject matter beliefs as relating to individual aspects of subject matter knowledge—for example, beliefs about the application aspect of the Pythagorean theorem.”