scholarly journals The Ways In Which K 8 Students’ Participation In A Gk 12 Program Affects Achievement In And Beliefs About Mathematics

2020 ◽  
Author(s):  
Ryan Smith ◽  
Karen Hollebrands ◽  
Elizabeth Parry ◽  
Althea Smith ◽  
Laura Bottomley ◽  
...  
Keyword(s):  
Beliefs About Mathematics

scholarly journals About the Knowledge of Teacher Students in Respect to Problem Orientation in Mathematics Education

2018 ◽  
Vol 12 (2) ◽  
pp. 67-75
Author(s):  
Günter Graumann
Keyword(s):  
Mathematics Education ◽  
Main Part ◽  
Problem Orientation ◽  
Beliefs About Mathematics ◽  
Teacher Students ◽  
Long Time ◽  
Insufficient Knowledge

Problem orientation as a part of mathematics education is required by mathematicians already for a long time and since the beginning of ProMath meetings the situation in school has been improved a little bit, but it is still practiced not sufficiently. Resistors among other enhancements are special beliefs about mathematics education and insufficient knowledge about problem orientation. This is the reason I offered again a seminar for teacher students about problem orientation in mathematics education in summer 2016. In the following first I will briefly discuss different type of problems and then as the main part report and discuss results of a written survey on knowledge to problem orientation at the beginning of the seminar as well as personal comments the students have made during the seminar sessions and in protocols on the seminar sessions.

scholarly journals A National Comparison of Pre-service Elementary Mathematics Teachers’ Beliefs about Mathematics: The case of Turkey

2018 ◽  
Vol 43 (193) ◽  
Author(s):  
Derya Çelik ◽  
Zeynep Medine Özmen ◽  
Serhat Aydın ◽  
Mustafa Güler ◽  
Osman Birgin ◽  
...  
Keyword(s):  
Mathematics Teachers ◽  
Elementary Mathematics ◽  
Beliefs About Mathematics ◽  
Teachers Beliefs ◽  
National Comparison

scholarly journals School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs About Mathematics Instruction

2017 ◽  
Vol 55 (3) ◽  
pp. 532-571 ◽  
Author(s):  
James P. Spillane ◽  
Megan Hopkins ◽  
Tracy M. Sweet
Keyword(s):  
School District ◽  
Mathematics Instruction ◽  
Instructional Practice ◽  
Peer Interactions ◽  
System Level ◽  
Educational Infrastructure ◽  
Beliefs About Mathematics ◽  
Teachers Beliefs ◽  
Quantitative Results ◽  
Current Reform

While current reform efforts press for ambitious changes to teachers’ instructional practice, teachers’ instructional beliefs are also consequential in such efforts as beliefs shape teachers’ instructional practice and their responses to instructional reforms. This article examines the relationship between teachers’ instructional ties and their beliefs about mathematics instruction in one school district working to transform its approach to elementary mathematics education. Quantitative results show that while teachers’ beliefs did not predict with whom they interacted about mathematics instruction, teachers’ interactions with peers about mathematics instruction were associated with changes in their beliefs over time. Qualitative analysis confirms and extends these findings, revealing how system-level changes in the district’s educational infrastructure facilitated change in teachers’ beliefs about mathematics instruction at scale.

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