The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices

Wilkins, Jesse L. M.

doi:10.1007/s10857-007-9068-2

Cited by 275 publications

(226 citation statements)

References 40 publications

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“…On the other hand, Wilkins (2008) found no statistically significant differences in teachers' beliefs toward the teaching process efficacy, and that elementary teachers use inquiry-based learning more frequently than higher elementary teachers. Furthermore, the findings indicated that several factors, including the mathematics teaching model, knowledge content, attitudes, and beliefs, all affect the teaching practices of elementary stage teachers, as well as that teachers' beliefs are negatively correlated with their mathematical knowledge and inquiry-based teaching methods.…”

Section: Literature Reviewcontrasting

confidence: 59%

“…While numerous others refute and contradict this claim, for example, (Mohammad, 2005;Wilkins, 2008;Shi, Zhang, & Lin, 2014), one cannot ignore teachers' beliefs and perceptions when aiming to enhance the math learning and math teaching processes and improve student performance in the subject area. Given the small portion of studies that tackle this issue in Jordan, this study was conducted in hopes of revealing math teachers' beliefs on the learning and teaching of mathematics, the nature of mathematics, and how that relates to their teaching practices.…”

Section: Study Problemmentioning

confidence: 99%

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

Aljaberi¹,

Gheith²

2018

JEL

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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.

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Section: Literature Reviewcontrasting

confidence: 59%

Section: Study Problemmentioning

confidence: 99%

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

Aljaberi¹,

Gheith²

2018

JEL

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“…However, this relationship cannot simply be viewed as linear. Both consistencies and inconsistencies have been found between teacher beliefs and their practices (Cross 2009;Wilkins 2008). From a methodological point of view, Speer (2005) argued that the divide between teacher professed beliefs and attributed beliefs (inferred from observation of practice) is only an apparent dichotomy: indeed, the divide may be interpreted in terms of a mismatch between teachers and researchers of the meaning of the terms used to describe beliefs and practices.…”

Section: What Has Been Done In Recent Yearsmentioning

confidence: 99%

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Hannula

Martino

Pantziara

et al. 2016

ICME-13 Topical Surveys

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The purpose of this publication is to record the current state of the art in research on mathematics-related affect. Research on mathematics-related affect is varied in theories and concepts. Rather than trying to address all perspectives in one chapter, we have identified significant strands of research and invited colleagues from these strands to each write a short section summarizing the state of the art in that strand.The concepts and theories pertaining to the affective domain can be mapped along three dimensions (Hannula 2012). The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. In this Topical Survey, motivation is covered in Sect. 2.5 (Middleton, Jansen, and Goldin), which also discusses how emotions and beliefs relate to motivation; Sects. 2.2 (Pantziara) and 1.2.3 (Zhang and Morselli) are on beliefs; and Sect. 2.1 (Di Martino) on attitude more or less cross-cuts through all these categories. The second dimension is movement from rapidly fluctuating state to more stable trait. All of the sections in this chapter focus on trait-type affect while only Sect. 2.5 (by Middleton, Jansen, and Goldin) discusses both of these dimensions (referred to as "in the moment" and "long term"). The last dimension covers the theorizing level, which has three main levels in mathematics-related affect: physiological (embodied), psychological (individual), and social. Mathematics-related affect has mainly been studied using psychological theories and consequently most sections discuss only such research. The so-called social turn (Lerman 2000) in mathematics education is in this Topical Survey mainly reflected in Sect. 2.4 (Heyd-Metzuyanim, Lutovac, and Kaasila) on identity, but Sect. 2.5 (Middleton, Jansen, and Goldin) on motivation also has both a section which discusses the social level and how it interplays with the individual level and a section on self-efficacy which highlights the emerging research on the collective efficacy of collaborative groups. The physiological level

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“…Finally, successful problem solvers see the problem as worth solving, are prepared to give it the time it requires and believe they have the competence to solve it (Schoenfeld 1992(Schoenfeld , 2004; they have an appropriately productive mathematical worldview (b 1985b), derived experientially, that not only shapes the mathematical knowledge and strategies they bring to bear on a problem but also the manner in which they exploit them (Schoenfeld 2010a). In short, problem solvers possess positive beliefs about themselves in relation to both mathematics itself and the context in which it is experienced (De Corte 1995, De Corte et al 2000, 2008.…”

Section: Problem Solving From the Solver's Perspectivementioning

confidence: 99%

Analysing the relationship between the problem-solving-related beliefs, competence and teaching of three Cypriot primary teachers

Andrews

Xenofontos

2014

J Math Teacher Educ

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In this paper we analyse the problem solving-related beliefs, competence and classroom practice of three Cypriot upper-primary teachers. Data derived from semi-structured interviews focused on teachers' beliefs about the nature of mathematical problems, problem solving, and their competence as both problem solvers and teachers of problem solving; clinical interviews during which teachers solved a context-free geometrical problem; and observations of a lesson during which teachers introduced the same geometrical problem to their grade 6 students. Analyses, which were structured by a framework derived from key problem solving literature, indicated firstly, that the framework was an effective tool, being sensitive to variation both within and across the data from the three teachers, and secondly that all three teachers, in largely explicable ways, exhibited both consistency and inconsistency in the ways in which their beliefs, competence and practice interacted. Some implications for further research are discussed.

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The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices

Cited by 275 publications

References 40 publications

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

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

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Analysing the relationship between the problem-solving-related beliefs, competence and teaching of three Cypriot primary teachers

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