Worldviews, religions, and beliefs about teaching and learning: perception of mathematics teachers with different religious backgrounds

Chan, Yip-Cheung; Wong, Ngai‐Ying

doi:10.1007/s10649-014-9555-1

Cited by 21 publications

(8 citation statements)

References 28 publications

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“…This Project drew our attention to the relationships between values in mathematics and one's worldviews, teachers' religious beliefs in particular. Questionnaire and semi-structured interview were used in the first two studies (Chan and Wong 2014;Leu et al 2015). Both studies led us to conduct our main study (Chan and Wong 2016) which investigated teachers' enacted values in mathematics that may be related to their religious values.…”

Section: Methodologies Used In Our Studiesmentioning

confidence: 99%

Methodological Issues in the Investigation of Values in Mathematics

Chan

Wong

2019

Values and Valuing in Mathematics Education

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In this chapter, we first provide an overview on our previous investigations, then the methodologies employed are evaluated. A variety of research methodologies such as questionnaires, open-ended questions, interviews, classroom observation, episode writing, and mind maps have been employed at different stages of our intellectual journey. These methods are effective tools and helped us understand students' and teachers' beliefs and values about mathematics, mathematics learning and teaching. However, one's value is hidden and therefore not apparent. It is a deep-down notion in the sense that it is not easily unfolded. Thus, if we want to have a more holistic understanding on teachers' and students' values (in mathematics), we need a sharper methodology in which the participant is forced to make decision under a dilemmatic situation so that their values can be revealed. After providing examples of such situation that we used, we would argue that the use of hypothetical situations can enhance the investigations of values and related issues. What we used include (a) asking whether one is doing mathematics when provided with some hypothetical situations, (b) what a teacher would respond if his/her students asked whether one is doing mathematics in the given hypothetical situations, (c) how one respond to some famous mathematicians' quotes in which some controversial situations are involved, (d) hypothetical classroom situations and (e) hypothetical lesson planning. We believe that our discussions can enrich the study of values in mathematics education.

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Section: Methodologies Used In Our Studiesmentioning

confidence: 99%

Methodological Issues in the Investigation of Values in Mathematics

Chan

Wong

2019

Values and Valuing in Mathematics Education

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“…• The relationship between beliefs and instructional practices (Beswick, 2005;Mesa et al, 2014) • Instructional decision-making (Beswick, 2012) • The identification of different conceptions of mathematics and mathematics teaching and learning, and the relationship of such conceptions with knowledge for teaching (Andrews & Hatch, 2000;Ribeiro & Carrillo, 2011;Voss et al, 2013) • The effectiveness of classroom practices (Opdenakker & Van Damme, 2006;Wilkins, 2008) • The relationship with students' attitudes towards mathematics and their approaches to mathematics learning (Crawford et al, 1994(Crawford et al, , 1998Di Martino & Zan, 2011) • The importance of cultural context (Chan & Wong, 2014;Xenofontos, 2018;Xie & Cai, 2018)…”

Section: Beliefs and Conceptionsmentioning

confidence: 99%

Undergraduates’ conceptions of mathematics teaching and learning: an empirical study

et al. 2021

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Previous research in mathematics education has explored teachers’ conceptions of mathematics and its teaching and learning, and how their instructional tendencies (e.g., “traditional”, “technological”, “spontaneous” and “investigative”) relate to these conceptions. However, empirical evidence on this topic from large samples of pre-service teachers is limited. This study adapts and validates an instrument originally designed for in-service teachers to analyse the conceptions of mathematics and mathematics teaching and learning. This was done in a sample of undergraduate students in several different degree programmes (primary education, mathematics, and the education itinerary in psychology) in a Spanish university. Existing theory about instructional tendencies and conceptions of mathematics teaching and learning that was developed in the context of in-service teachers is then re-examined in the context of empirical evidence from this sample of individuals (all potential future teachers) without teaching experience. Results show that items from the instrument can be separated into four factors focussed on investigative stances, the role of textbooks, the role of teachers and lesson planning. Individual participants are not characterised by single tendencies; rather, they can be described in terms of several combinations of tendencies, grouped into four clusters. In line with the previous literature on in-service teachers, results suggest that conceptions of mathematics and its teaching and learning are not best captured by rigid, sharply delineated profiles. Rather, individuals configure their own conceptions in terms of combinations of different characteristics of prototypical tendencies.

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“…For the subject history in US schools, Barton and James (2010) point to the problem that teachers often omit serious attention to religion because of their uncertainty concerning legal and didactical questions. Chan and Wong (2014) have shown that religious beliefs even interact with mathematics teachers' understanding and teaching of their subject.…”

Section: Religious Beliefs and Science Teachingmentioning

confidence: 99%

Religious and Professional Beliefs of Schoolteachers – A Literature Review of Empirical Research

Häusler¹,

Pirner²,

Scheunpflug³

et al. 2019

IJLTER

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We review empirical studies on possible relations between schoolteachers' personal religious beliefs or worldviews and their professional thinking and acting. The major underlying assumption of such research is that teachers' religiosity or worldview orientation has an impact on their teaching. Although this assumption has been the basis of much public dispute on various issues, there has been little scholarly attention to and empirical research on this field -particularly in Europe. This review aims to present, summarise and systematise relevant recent studies and discourse. After some theoretical reflections we firstly explore empirical research on how teachers' religiosity and worldview in general is related to their teaching. We secondly focus on studies on relations between religious beliefs in particular and science teaching. As two special constellations, research on teaching religion as a subject and studies on teaching in faith-based schools are reported. Finally, studies on the relationship between teachers' religious or worldview beliefs and their job-related self-regulation or coping are presented.

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Worldviews, religions, and beliefs about teaching and learning: perception of mathematics teachers with different religious backgrounds

Cited by 21 publications

References 28 publications

Methodological Issues in the Investigation of Values in Mathematics

Methodological Issues in the Investigation of Values in Mathematics

Undergraduates’ conceptions of mathematics teaching and learning: an empirical study

Religious and Professional Beliefs of Schoolteachers – A Literature Review of Empirical Research

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