Viewing Mathematics Teachers’ Beliefs as Sensible Systems*

Leatham, Keith R.

doi:10.1007/s10857-006-9006-8

Cited by 165 publications

(102 citation statements)

References 11 publications

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“…We now are in agreement with Leatham (2006) that inconsistencies between declared and in-action teachers' beliefs could derive from the researcher's lack of expertise, as we assume that the teacher's system of beliefs is sensible. This assumption is not only important when analysing teachers' beliefs, but when working with teachers, because it helps create a fairer and more sincere atmosphere.…”

Section: Discussionsupporting

confidence: 76%

Mathematics teacher change in a collaborative environment: to what extent and how

Muñoz-Catalán

Carrillo

Climent

2010

J Math Teacher Educ

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This article reports on a study into how collaborative contexts influence the professional development of an early-career primary teacher, Julia. We describe the process of change by which Julia manages to make her planning to teach mathematics more flexible so as to adapt to student difficulties, and we analyse the role that joint reflection plays in promoting this change. In order to understand the how of this influence, we carried out an analysis of the interactions within the group from Julia's point of view, following a dialogical approach to discourse. We believe that it is in and through the interactions that Julia constructs her interpretation of the opinions, critiques and suggestions expressed. This interpretation conditions the extent of her involvement and moulds the influence of the context on her professional development. The presence of skilled collaborators (Day, 1993) proved decisive in promoting this development.KEY WORDS: professional development, teacher change, collaborative environments, early-career primary teacher, interactions, dialogical approach to discourse, mathematics education.

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Section: Discussionsupporting

confidence: 76%

Mathematics teacher change in a collaborative environment: to what extent and how

Muñoz-Catalán

Carrillo

Climent

2010

J Math Teacher Educ

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“…In these respects the research itself prompts the data it collects. It has therefore been important to analyse, side by side, the observations we have made in teaching events and what teachers say about what they do in those events; taking the view that teachers' expressions of their teaching derive from Sensible Systems in which any inconsistencies derive from problems in articulation of belief or of researcher interpretations (Leatham 2006). We therefore see ourselves as conducting developmental research in partnership with those teaching mathematics, with the concomitant development of knowledge and understanding of teaching processes for the teachers concerned.…”

Section: Methodsmentioning

confidence: 99%

Critical Theorising from Studies of Undergraduate Mathematics Teaching for Students’ Meaning Making in Mathematics

Jaworski

Mali

Πετροπούλου

2016

Int. J. Res. Undergrad. Math. Ed.

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This paper focuses directly on mathematics teaching practice at university level, exploring Bwhat teachers do and think daily, in class and out, as they perform their teaching work^ (Speer et al. in The Journal of Mathematical Behavior, 29, 99-114, 2010, p. 99). It is based on a small corpus of research conducted from sociocultural perspectives with qualitative and interpretative studies into mathematics teaching and the meanings it promotes for students learning mathematics. Two settings of teaching are explored: lectures and small group tutorials in which teachers are research mathematicians or mathematics educators. Analyses make use of a range of theoretical perspectives to interpret the complexities of teaching based on observations of teaching activity and interviews with teachers. Critical Theorising is seen through critical use of existing theory and construction of new theory: through the analytical process it provides insights into teaching and ways in which teaching does or can develop to promote students' meaning making in mathematics. The paper draws attention to the finer details of teaching practice and teachers' thinking that lie behind judgments such as 'traditional' or 'transmissionist'.

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“…Concerning the supposed inconsistency between attributed beliefs and practice, Leatham (2006) reminded researchers that they must look deeper "for we must have either misunderstood the implications of that belief, or some other belief took precedence in that particular situation" (p. 95). We should regard beliefs as sensible systems.…”

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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Viewing Mathematics Teachers’ Beliefs as Sensible Systems*

Cited by 165 publications

References 11 publications

Mathematics teacher change in a collaborative environment: to what extent and how

Mathematics teacher change in a collaborative environment: to what extent and how

Critical Theorising from Studies of Undergraduate Mathematics Teaching for Students’ Meaning Making in Mathematics

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

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