A typology of mathematics teachers’ beliefs about teaching and learning mathematics and instructional practices

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The affective domain and mathematics education (2012, unknown): “Barkatsas and Malone (2005) is an example of a mixed method design that tends towards the quantitative.”
AN INVESTIGATION ON CHINESE TEACHERS’ REALISTIC PROBLEM POSING AND PROBLEM SOLVING ABILITY AND BELIEFS (2011, background): “But, again, there is evidence that teachers’ mathematics-related beliefs and their actual teaching behaviour in classroom do not always coincide ( Barkastas-Tasos & Malone, 2005 ; C ooney,1985; Raymond, 1997 ;T hompson,1985 ;S hield,1999).”
A Scale for Measuring Teachers' Mathematics-Related Beliefs: A Validity and Reliability Study (2017, background): “In addition, Barkatsas and Malone (2005) developed a scale of beliefs about nature, teaching and learning mathematics for secondary school teachers.”
Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2012, background): “For instance, Barkatsas and Malone (2005) featured a case study of one teacher who encountered resistance from students when she attempted to implement cooperative learning as a practice more congruent with her belief in constructivist approaches to teaching and learning mathematics.”