Teachers' Mathematical Beliefs: A Review
By B. Handal. The Mathematics Educator, 2015
200 citations recorded by the source corpus.
This paper examines the nature and role of teachers’ mathematical beliefs in instruction. It is argued that teachers’ mathematical beliefs can be categorised in multiple dimensions. These beliefs are said to originate from previous traditional learning experiences mainly during schooling. Once acquired, teachers’ beliefs are eventually reproduced in classroom instruction. It is also argued that, due to their conservative nature, educational environments foster and reinforce the development of traditional instructional beliefs. Although there is evidence that teachers’ beliefs influence their instructional behaviour, the nature of the relationship is complex and mediated by external factors.
Subfields: Applied Mathematics, Education
View Paper: https://www.semanticscholar.org/paper/ac9d6056ae8bb0da29b3e38e7c3d2b3c75e1a06c
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Applied Mathematics
- Ritchie Stevenson
- S. Al-Samarrai
- J. Ree
- S. Shaeffer
- Mae Chu Chang
- Lieven Verschaffel
- Andrew B. Ragatz
In Education
- W. Van Dooren
- Lieven Verschaffel
- E. Klieme
- G. Büttner
- Jasmin Decristan
- Benjamin Fauth
- Ritchie Stevenson
- M. Kunter
Citations in the corpus
- AN INVESTIGATION ON CHINESE TEACHERS’ REALISTIC PROBLEM POSING AND PROBLEM SOLVING ABILITY AND BELIEFS (2011, background): “Van Zoest, Jones, & Thornton (1994 ,q uoted in Handal,2003, p. 52 ) interviewed and observed six elementary pre-service mathematics teachers participating as students in an intervention programme to change their mathematicsrelated beliefs.”
- The role of individual and contextual factors in the development of maths skills (2009, unknown): “In reality, usage of the various methods is related to the teacher’s beliefs (Handal, 2003 ) and the demands of the curriculum (Pihlap et al, n.”
- The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality (2019, background): “Constructivist Beliefs: Unrelated to Student Outcomes and Teaching Quality Teacher beliefs about teaching and learning play an important role in research on mathematics and science teaching (Handal, 2003; Jones & Carter, 2007).”
- Teacher Reform in Indonesia: The Role of Politics and Evidence in Policy Making (2013, methodology): “Various models of teaching approaches have been developed, with a progressive (socioconstructive) versus traditional (behaviorist) model often used to distinguish between ways of teaching (for example, Dewey 1938; Handal 2003).”