Teachers’ Beliefs That Matter in Secondary Mathematics Classrooms

By Kim Beswick. 2007

210 citations recorded by the source corpus.

This paper reports the findings of a study that sought to identify particular centrally held beliefs of secondary mathematics teachers that underpinned the establishment of classroom environments that were consistent with the principles of constructivism. The nine crucial beliefs identified were held by one or other of two teachers and emerged from teacher and student surveys, interviews with the teachers and classroom observations. As is the case with all beliefs, these beliefs were contextually bound but since the contexts in which they applied were broader than particular classrooms it is argued that they may be generalisable to other contexts and even predictive of teachers likely to create similar classroom environments.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/e7960b394f3d514cff0a7d57e97b7500f3bcc691

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In Education

Citations in the corpus

The affective domain and mathematics education (2012, background): “Beswick is another author who has reported extensively and for an extended period of time on beliefs (Beswick, 2005a, 2005b, 2007; Beswick, Watson, & Brown, 2006), focussing primarily on secondary teachers.”
Effective mathematics teaching from teachers' perspectives : national and cross-national studies (2009, background): “Teachers’ beliefs about mathematics, mathematics learning and mathematics instruction can also impact on teachers’ instructional practices (Beswick, 2007; Leder, Pehkonen, & Törner, 2002; Wilkins, 2008), although the contextual nature of beliefs means that it is unwise to expect consistent links bet”
The relationship between teachers' mathematical content and pedagogical knowledge, teachers' perceptions, and student achievement (2014, background): “…analyses (shown below) included controls for gender (Female), special-education status (SpecEd), a poverty indicator (Poverty), English-language-learner status (ELL), and student’s standardized mathematics achievement score on the prior year’s (2007–2008) state assessment (PriorStAch).”
Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions. (2014, background): “…draw on a range of cognitive and affective resources when teaching, including their knowledge (Ball, Thames, & Phelps, 2008), beliefs about mathematics teaching and learning (Beswick, 2007), and awareness of mathematics classroom conditions and interactions (Sherin, Jacobs, & Philipp, 2011).”