On Teachers’ Beliefs and Changing Mathematics Teaching

Pehkonen, Erkki

doi:10.1007/bf03338807

Cited by 29 publications

(16 citation statements)

References 23 publications

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“…) also discuss the relationship between the concepts of belief and conception, which has tended to receive mixed treatment in the literature. By referring to the following references, they claim that some researchers have regarded beliefs as a sub-class or as elements of conceptions (Thompson, 1992;Lloyd & Wilson, 1998), whereas others have considered conceptions to be conscious beliefs (Saari, 1983;Pehkonen, 1994). In contrast, however, Ponte (1994, quoted in Furinghetti & Pehkonen, 2003 regards these two terms as referring to totally different spheres: beliefs are statements, whereas conceptions are cognitive constructs.…”

mentioning

confidence: 97%

Mathematics Student Teachers’ Epistemological Beliefs about the Nature of Mathematics and the Goals of Mathematics Teaching and Learning in the Beginning of Their Studies

Viholainen

Asikainen

Hirvonen

2017

EURASIA J MATH SCI T

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This article examines Finnish mathematics student teachers' epistemological beliefs concerning the nature of mathematics and the goals of mathematics teaching and learning solely in the beginning of their studies at university. A total of 18 students participated in a study consisting of a short questionnaire and interviews. The data was analyzed by categorizing the views presented in terms of four mathematics-related orientations. According to the results, student teachers often regarded mathematics mainly as a static system, but their beliefs about the goals of mathematics teaching and learning consisted of features that derive from all of the four orientations. Future teachers' beliefs can be affected by teacher education and hence the results are important for teacher educators to be recognized.

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mentioning

confidence: 97%

Mathematics Student Teachers’ Epistemological Beliefs about the Nature of Mathematics and the Goals of Mathematics Teaching and Learning in the Beginning of Their Studies

Viholainen

Asikainen

Hirvonen

2017

EURASIA J MATH SCI T

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“…Although different aspects of teachers' professional knowledge can be distinguished (Leder, Pehkonen & Törner, 2002;Lin & Cooney, 2001), it is not easy to distinguish knowledge and cognitive elements, on the one hand, from convictions and beliefs related to mathematics instruction, on the other (Leder et al, 2002;Lerman, 2001;Pajares, 1992;Pehkonen, 1994;Pehkonen & Törner, 1999). A pragmatic response to this problem is to include beliefs as aspects of professional knowledge.…”

Section: Theoretical Backgroundmentioning

confidence: 97%

Pedagogical content beliefs: global, content domain-related and situation-specific components

Kuntze

2011

Educ Stud Math

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Although teachers' professional knowledge and instructional beliefs are known to have a variety of subcomponents, research on the structure and interrelations of these subcomponents is relatively scarce. This article presents some findings of a preliminary, quantitative empirical study examining the relationships between mathematics teachers' views concerning specific classroom situations, their content domain-specific pedagogical content beliefs and their more global instruction-related beliefs. The findings suggest that global beliefs-in terms of cognitive constructivist or direct transmission views of teaching and learning, on the one hand, and beliefs about the stability of individual mathematical abilities, on the other-can impact teachers' content domain-specific beliefs and their views related to videotaped classroom situations from introductory lessons on geometrical proof.

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“…In the line of the works by Pehkonen (1994) and Kardanova et al (2014) we will define beliefs as "conceptions, views and personal ideology of the teacher that form basis of his or her practice".…”

Section: Problem Statementmentioning

confidence: 99%

“…According to Pehkonen (1994), despite sufficient stability, the beliefs can change and evolve passing through several levels of development. Foreign researchers assume Kardanova et al (2014) that teachers, adherent to the constructivist approach, organize the most favourable conditions ensuring educational achievements of pupils.…”

Section: Problem Statementmentioning

confidence: 99%

Teacher’s Beliefs As A Factor Of Individual Progress Of Pupil

Bazhenova¹

2017

European Proceedings of Social and Behavioural Sciences

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The purpose of this research is to identify elemental composition of educational practice analysis scheme. This scheme allows to keep a coherent system of "teacher -pupil -subject matter" relationships during design of conditions for individual progress. The paper justifies teacher's beliefs to be an essential element of the analysis scheme. The theoretical basis of the paper are two positions. The first one is that the measure of individual progress of a pupil is degree of acquisition of the cultural ways of acting and thinking with accordance to the conception of Vygotsky (1983). The second one is the study by Kardanova et al. (2014), that shows that such construct as beliefs of teachers defines the specifics of their educational activities. We used the diagnostic tool «Delta» to identify the dynamic characteristics of individual progress of pupils during the four years of study (from 6th to 9th grade). We have developed a questionnaire to reveal constructivist and traditionalist beliefs of teachers. The authors found that the teacher with the constructive beliefs ensures a larger-scale progress of pupils. This result proves the expediency to implement this construct into the analysis scheme of teacher's activities. The research results are applicable for both theoretical studies and for improving teachers' training system.

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On Teachers’ Beliefs and Changing Mathematics Teaching

Cited by 29 publications

References 23 publications

Mathematics Student Teachers’ Epistemological Beliefs about the Nature of Mathematics and the Goals of Mathematics Teaching and Learning in the Beginning of Their Studies

Mathematics Student Teachers’ Epistemological Beliefs about the Nature of Mathematics and the Goals of Mathematics Teaching and Learning in the Beginning of Their Studies

Pedagogical content beliefs: global, content domain-related and situation-specific components

Teacher’s Beliefs As A Factor Of Individual Progress Of Pupil

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