Teachers’ beliefs and practices related to mathematics instruction

Stipek, Deborah J.; Givvin, Karen B.; Salmon, Julie M.; MacGyvers, Valanne

doi:10.1016/s0742-051x(00)00052-4

Cited by 584 publications

(426 citation statements)

References 21 publications

Supporting

Mentioning

359

Contrasting

Unclassified

Order By: Relevance

“…The results support previous studies, which refer to the complexity of teachers' PBs and their subconscious character (Raymond, 1997;Stipek et al, 2001). The majority of the subjects in our study were classified into the two groups reflecting teachers with a mixture of PBs.…”

Section: Discussionsupporting

confidence: 91%

Beliefs about mathematics

Jackson¹

2015

Reflective Primary Mathematics

View full text Add to dashboard Cite

The aim of this study is to examine teachers' philosophical beliefs (PBs) about mathematics, the factors influencing the development of these beliefs, and their relation to teachers' beliefs and practices about teaching and learning mathematics. Data were collected through 229 questionnaires and five interviews. Analysis revealed a five-factor model, representing combination of the three dimensions of a model proposed by Ernest (1991). Four homogeneous groups of teachers according to their perceived importance were identified. A relative consistency was also found between teachers' PBs and their beliefs regarding teaching and learning Mathematics. However, inconsistencies between PBs and teaching practices emerged, which could be partially attributed to the factors influencing the development of PBs. Implications for the development of teachers' training programs regarding the affective domain and suggestions for further researcher are drawn. (Author) Reproductions supplied by EDRS are the best that can be made from the original document.a TOWARDS UNDERSTANDING TEACHERS' PHILOSOPHICAL

show abstract

Section: Discussionsupporting

confidence: 91%

Beliefs about mathematics

Jackson¹

2015

Reflective Primary Mathematics

View full text Add to dashboard Cite

show abstract

“…Numerous research studies have examined teachers' beliefs in multiple areas, including the nature of subject matter, teaching and student learning, and the influence of beliefs on instructional practices (e.g., Barlow & Reddish, 2006;Cooney, Shealy, &Arvold, 1998;Cross, 2009;Ernest, 1988;Levitt, 2001;Ogan-Bekiroglu&Akkoc, 2009;Pajares, 1992;Stipek, Givvin, Salmon, &MacGyvers, 2001;Thompson, 1992). These studies garnered mixed results regarding changes in teachers' or prospective teachers' beliefs toward teaching and learning various subjects.In Barlow and Reddish's (2006) study, 76 teacher candidates completed a survey that was identical to that which was used in Frank's (1990) study that examined beliefs and myths about mathematics.It concluded that various mathematical myths have remained constant over 15 years despite changing educational standards.One of the main themes identified was that prospective teachers view mathematics as a set of rules, procedures, or facts that must be memorized.…”

Section: Teachers' Beliefs Practice and The Noted Gapmentioning

confidence: 99%

Examination of Prospective Teachers' Perceptions on Mathematical Concepts and Their Potential Teaching Strategies

Lee¹

2014

Research in Mathematical Education

View full text Add to dashboard Cite

This study examined the potential teaching strategies of prospective elementary teachers and their perceptions of the procedural/conceptual nature of examples. Fifty-four prospective teachers participated in this study, engaging in two-phase tasks. Analysis of data indicated that: (a) Overall, the participants' perceptions were geared toward putting emphasis on conceptual understanding rather than procedural understanding; but (b) Generally, procedure-oriented strategies were more frequently incorporated in participants' potential teaching plans. This implied that participants' preconceived ideas regarding math examples were not always reliable indicators of their potential teaching strategies. Implications and suggestions for mathematics teacher preparation are discussed.

show abstract

“…To accomplish this, there needs to develop the teachers' perceptions of the components of educational process, which includes employing their intellect and developing their awareness and sense of education (Stipek, Givvin, Salmon, & MacGyvers, 2001). …”

Section: Introduce the Problemmentioning

confidence: 99%

“…Several study findings have indicated that beliefs are the main driving force for activities teachers perform with their students inside the classroom, and are also the most influential factor in learning processes (Poulson, Avramidis, Fox, Medwell, & Wray, 2001;Pajares, 1992). On the other hand, researchers such as Stipek, Givvin, Salmon, & MacGyvers (2001) indicated that certain compatibilities exist between teachers' beliefs and their teaching practices in the classroom.…”

Section: Introduce the Problemmentioning

confidence: 99%

“…Numerous researchers indicate the presence of factors which affect the teaching practices for math teachers. Among those factors are teachers' beliefs and perceptions on mathematics and its learning and teaching processes (Stipek, Givvin, Salmon, & MacGyvers, 2001;Polly et al, 2013). Maasepp & Bobies (2015) emphasized the importance of choosing mathematics teachers based on proficient standards in order to break the stereotypical representations of mathematics teachers and the subject area in general, so to reflect a more positive image of mathematical knowledge and teachers.…”

Section: Introduce the Problemmentioning

confidence: 99%

See 1 more Smart Citation

In-Service Mathematics Teachers’ Beliefs About Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices

Aljaberi¹,

Gheith²

2018

JEL

View full text Add to dashboard Cite

The aim of this study is four fold: (a) to investigate the beliefs of elementary (grades 1-3) and middle school (4-6 grades) math teachers about teaching, learning and nature of mathematics; (b) to explore their teaching practices of mathematics; (c) to study the impact of their educational qualifications, years of experience, major on their beliefs toward teaching, learning and nature of mathematics, and; (d) to explore the relationship between their beliefs about teaching learning and nature of mathematics and their teaching practices. Data were collected using two questionnaires: the Math Teacher Beliefs Scale and the Mathematics Teaching Practices Scale. The study sample consisted of 101 teachers who teach in 11 private schools located in Amman, Jordan. The result of this study showed that teachers' beliefs towards teaching and learning mathematics are more inclined towards being constructive or mixed in between. It was also concluded that the teaching practices lean towards constructivism. There were no significant differences attributed to years of experience, academic level, major, or at what stage they teach, whether it revolves around the their beliefs towards teaching and learning mathematics or towards teaching practices (from teachers' perspective). The study results revealed a statistically significant correlation between what the teachers believe and what teaching practices they put into use.

show abstract

Teachers’ beliefs and practices related to mathematics instruction

Cited by 584 publications

References 21 publications

Beliefs about mathematics

Beliefs about mathematics

Examination of Prospective Teachers' Perceptions on Mathematical Concepts and Their Potential Teaching Strategies

In-Service Mathematics Teachers’ Beliefs About Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices

Contact Info

Product

Resources

About