Teachers' beliefs and practices related to mathematics instruction

By D. Stipek, Karen B. Givvin, Julie M. Salmon, Valanne MacGyvers. 2001

842 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b9d292bd18fd3901bfd1dff1128ef89e554d7417

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Teachers' Pedagogical Beliefs and Actual Classroom Practices in Social Studies Instruction (2012, background): “Shun (2008) examined teachers' beliefs and their relations to instructional methods.”
Classroom context, teacher expectations, and cognitive level: Predicting children's math ability judgments (2013, methodology): “the correlation between the CAP (observed ability-based differentiation) and self-reported differentiation, as measured by the previously validated traditional teaching beliefs (TTB; Stipek et al., 2001).”
Beginning teacher efficacy and the practicum in an EFL context (2007, background): “These three forms begin at different stages of the individual’s educational career (Richardson, 1996 ; Ball et al , 2001 ; Stipek, 2001 ) and as a result of those experiences, strong beliefs about the subject area or the way it should be taught are formed (Holt‐Reynolds, 1992 ; Borko & Putnam, ”
Teacher beliefs about listening in a foreign language (2014, background): “Each author coded all responses blind before comparing; 97% of scores given were identical or within one point of a match (following the interrater reliability criterion used in Stipek et al, 2001).”
What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation (2012, background): “Several studies researching teacher beliefs have already questioned a strict dichotomous distinction between both conceptions [24, 25].”
Teaching learning strategies. The role of instructional context and teacher beliefs (2015, background): “These results are in line with studies that report associations between teachers’ pedagogical beliefs and their activities in the classroom (e.g., Dubberke et al., 2008; Klieme & Vieluf, 2009; Pauli et al., 2007; Peterson et al., 1989; Staub & Stern, 2002; Stipek et al., 2001; Vieluf & Klieme, 2011)”
Examining Relations between Teachers’ Explanations of Sources of Students’ Difficulty in Mathematics and Students’ Opportunities to Learn (2017, background): “Previous research has demonstrated connections between teachers’ beliefs about or conceptions of mathematics and instruction (see Lloyd, 1999; Remillard & Bryans, 2004; Stipek et al., 2001).”
Correlations between kindergarten teachers’ attitudes toward mathematics and teaching practice (2005, background): “In their study (Stipek et al., 2001), teachers with positive attitudes toward math (high degree of enjoyment toward math/ teaching math) more often encouraged students' autonomous work in their mathematics problem-solving process than teachers with less positive attitudes, while teachers with less p”
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, positive): “…these findings obtained with self-report measure have been confirmed in observational work among American elementary school teachers, where those with a fixed mindset referred more frequently to grades, were more critical, and provided less encouragement and choice to students (Stipek et al. 2001).”
Preschool Teachers’ Sensitivity to Mathematics in Children’s Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs (2015, background): “Although static beliefs suggest the transmissive induction of new contents in small steps, dynamic beliefs allow that children construct and reflect mathematical concepts themselves and challenge communicative exchange (Stipek et al., 2001).”