Contextualising the notion of ‘belief enactment’

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Conceptions of effective mathematics teaching within a cultural context: perspectives of teachers from China and the United States (2010, background): “Although this inconsistency had been identified and explained from different perspectives (Cooney 1985; Speer 2005; Leatham 2006; Skott 2001, 2009 ), this phenomenon is especially conspicuous in this cross-cultural study because the inconsistency for the Chinese sample of teachers is much more obvi”
On the instructional triangle and sources of justification for actions in mathematics teaching (2012, background): “That line of work has continued to conceive of actions in teaching as individual expressions (Skott, 2009).”
Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2012, background): “This perspective reframes beliefs from an individual characteristic to beliefs in situ, recognizing that beliefs exist in the immediate context and, as such, the construction of beliefs and belief enactment is shared in the classroom community ( Skott, 2009 ).”