Primary School Teachers’ Beliefs Relating to Mathematics, Teaching and Assessing Mathematics and Factors that Influence these Beliefs

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The beliefs/practice connection in broadly defined contexts (2005, result): “The latter is consistent with the findings of Li (1999, cited in Nisbet & Warren, 2000 ) that female teachers are more likely than male teachers to use student-centred teaching approaches such as collaborative group work and whole class discussions.”
Teachers' Mathematical Beliefs: A Review (2015, background): “A similar conservative trend in teachers’ beliefs was reported by Nisbert and Warren (2000) , who surveyed 398 primary school teachers with regard to their views on mathematics as a subject, and on teaching and assessing mathematics.”
A typology of mathematics teachers’ beliefs about teaching and learning mathematics and instructional practices (2005, background): “(Adapted from Nisbet & Warren, 2000) Regarding the causes of disparities between teachers’ espoused (stated) and enacted beliefs (classroom actions), three possible explanations have been offered by Ernest (1989), namely: • the depth of the teacher’s espoused beliefs and the extent to which they…”