A Typology of Mathematics Teachers' Beliefs About Teaching and Learning Mathematics and Instructional Practices
The primary purposes of the study reported here were to investigate Greek mathematics teachers’ beliefs regarding the nature of mathematics and mathematics teaching and learning, and to explore the various links between these beliefs and instructional practice. Two orientations that are characterist...
| Main Authors: | , |
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| Format: | Journal Article |
| Published: |
Mathematics Education Research Group of Australasia
2005
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| Online Access: | http://hdl.handle.net/20.500.11937/21962 |
| _version_ | 1848750737730830336 |
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| author | Barkatsas, Anastasios Malone, John |
| author_facet | Barkatsas, Anastasios Malone, John |
| author_sort | Barkatsas, Anastasios |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The primary purposes of the study reported here were to investigate Greek mathematics teachers’ beliefs regarding the nature of mathematics and mathematics teaching and learning, and to explore the various links between these beliefs and instructional practice. Two orientations that are characteristic of secondary mathematics teachers’ beliefs were identified: A contemporary — constructivist orientation, and a traditional — transmission — information processing orientation. A case study of a veteran teacher demonstrated that classrooms can be complex sites of political, historical, social and cultural influences, and that the teacher’s beliefs about mathematics learning and teaching were less traditional than her actual teaching practice. |
| first_indexed | 2025-11-14T07:41:35Z |
| format | Journal Article |
| id | curtin-20.500.11937-21962 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:41:35Z |
| publishDate | 2005 |
| publisher | Mathematics Education Research Group of Australasia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-219622017-09-13T13:52:24Z A Typology of Mathematics Teachers' Beliefs About Teaching and Learning Mathematics and Instructional Practices Barkatsas, Anastasios Malone, John The primary purposes of the study reported here were to investigate Greek mathematics teachers’ beliefs regarding the nature of mathematics and mathematics teaching and learning, and to explore the various links between these beliefs and instructional practice. Two orientations that are characteristic of secondary mathematics teachers’ beliefs were identified: A contemporary — constructivist orientation, and a traditional — transmission — information processing orientation. A case study of a veteran teacher demonstrated that classrooms can be complex sites of political, historical, social and cultural influences, and that the teacher’s beliefs about mathematics learning and teaching were less traditional than her actual teaching practice. 2005 Journal Article http://hdl.handle.net/20.500.11937/21962 10.1007/BF03217416 Mathematics Education Research Group of Australasia restricted |
| spellingShingle | Barkatsas, Anastasios Malone, John A Typology of Mathematics Teachers' Beliefs About Teaching and Learning Mathematics and Instructional Practices |
| title | A Typology of Mathematics Teachers' Beliefs About Teaching and Learning Mathematics and Instructional Practices |
| title_full | A Typology of Mathematics Teachers' Beliefs About Teaching and Learning Mathematics and Instructional Practices |
| title_fullStr | A Typology of Mathematics Teachers' Beliefs About Teaching and Learning Mathematics and Instructional Practices |
| title_full_unstemmed | A Typology of Mathematics Teachers' Beliefs About Teaching and Learning Mathematics and Instructional Practices |
| title_short | A Typology of Mathematics Teachers' Beliefs About Teaching and Learning Mathematics and Instructional Practices |
| title_sort | typology of mathematics teachers' beliefs about teaching and learning mathematics and instructional practices |
| url | http://hdl.handle.net/20.500.11937/21962 |