Teachers' beliefs and practices related to mathematics instruction.

Autor/inn/en	Stipek, Deborah J.; Givvin, Karen B.; Salmon, Julie M.; MacGyvers, Valanne L.
Titel	Teachers' beliefs and practices related to mathematics instruction.
Quelle	In: Teaching and teacher education, 17 (2001) 2, S. 213-226Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0742-051X
ISBN	0742051X
DOI	10.1016/S0742-051X(00)00052-4
Schlagwörter	Belohnung; Problemlösen; Selbstbewusstsein; Selbstvertrauen; Vorurteil; Kontrolle; Lehrer; Lehrerfortbildung; Mathematik; Mathematikunterricht; Selbstbewusstsein; Selbstvertrauen; Vorurteil; Problemlösen; Mathematisches Problem; Kohärenz; Belohnung; Überzeugung; Lehr-Lern-Forschung; Schuljahr 04; Schuljahr 05; Schuljahr 06; Lehrer; Lehrerfortbildung; Lehr-Lern-Forschung; Lehr-Lern-Prozess; Unterrichtsgestaltung; Lösung (Math); Lösungsstrategie; Mathematik; Mathematikunterricht; Mathematische Kompetenz; Mathematisches Problem; Überzeugung; Kohärenz; Kontrolle; Lösungskompetenz; Problembewältigung
Abstract	Beliefs and practices related to mathematics were assessed for 21 fourth- through sixth-grade teachers. At the beginning and the end of the school year teachers' beliefs about (1) the nature of mathematics (i.e., procedures to solve problems versus a tool for thought), (2) mathematics learning (i.e., focusing on getting correct solutions versus understanding mathematical concepts), (3) who should control students' mathematical activity, (4) the nature of mathematical ability (i.e., fixed versus malleable), and (5) the value of extrinsic rewards for getting students to engage in mathematics activities were assessed. (6) Teachers self-confidence and enjoyment of mathematics and mathematics teaching were also assessed. Analyses were conducted to assess the coherence among these beliefs and associations between teachers' beliefs and their observed classroom practices and self-reported evaluation criteria. Findings showed substantial coherence among teachers' beliefs and consistent associations between their beliefs and their practices. Teachers' self-confidence as mathematics teachers was also significantly associated with their students' self-confidence as mathematical learners. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2