Synthesis — Beliefs and Mathematics Education: Implications for Learning, Teaching, and Research

By D. B. McLeod, S. Mcleod. 2002

94 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/87114a58ec3e0ae132d11efde4ad6ea4a395fe7a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teachers’ Beliefs That Matter in Secondary Mathematics Classrooms (2007, methodology): “Definition There is no agreed definition of ‘beliefs’ (McLeod and McLeod, 2002) but in this study, which aimed to uncover beliefs that most impacted the practice of individual teachers, the term is used essentially as it was by Ajzen and Fischbein (1980) to refer to anything that an individual regar”
Attitude towards mathematics: a bridge between beliefs and emotions (2011, background): “1 The classification proposed by McLeod and McLeod (2002) of the”
Mathematics performance and the role played by affective and background factors peter grootenboer and brian hemmings (2007, background): “There is no clear definition of the affective domain in the educational literature, not that this has necessarily hindered research (McLeod & McLeod, 2002).”
Confidence is Everything” – Perspectives of Teachers and Students on Learning Mathematics (2004, background): “McLeod and McLeod (2002, p. 115) pointed out that: ‘‘Interest on beliefs has centred on their role in linking affective and cognitive processes’’.”
The beliefs/practice connection in broadly defined contexts (2005, background): “Although beliefs have received considerable research attention in recent decades there is no agreed definition of the concept ( McLeod & McLeod, 2002 ).”
Contextualising the notion of ‘belief enactment’ (2009, background): “Almost 20 years after the first beginnings of the field, McLeod and McLeod (2002) claim that although theoretical progress has been made, much work remains if we are to ensure that an impact is felt on the quality of instruction.”
Affect and mathematics education (2005, background): “However, difficulties in precisely defining the affective domain should not diminish its relevance to mathematics education, particularly given the seemingly pervasive impact affecfive factors have had on mathematics learning and teaching ( McLeod & McLeod, 2002 ).”
Beliefs and engagement structures: behind the affective dimension of mathematical learning (2011, background): “McLeod and McLeod (2002) review important consequences of mathematical beliefs and point to open questions, from early work on limitations beliefs impose during problem solving (e.g., Schoenfeld, 1985) to differences of definition among researchers.”
Emotion, identity and teacher learning: becoming a primary mathematics teacher (2007, background): “As McLeod and McLeod (2002) note, there are very few resources suggesting (or research investigating) how teachers might develop beliefs and attitudes.”