The Role of Teacher Beliefs in Adopting a Coherent Algebra 1 Curriculum

• In Event: 49.033 - Investigating the Role of Psychological Constructs in the Teaching and Learning of Mathematics

Abstract

Studying teachers’ beliefs is important because they influence teachers’ perception of events and serve as a guiding force for the action that they take (Cooney, Shealy, & Arnold, 1998). However, the influence of teachers’ beliefs on teaching is not always a straightforward process. Our research, funded by the National Science Foundation , is a mixed-methods study measuring the impact of CME Project Algebra 1 curriculum on teachers’ instructional practice and mathematical knowledge for teaching in the first two years of implementation. This paper examines if there is pattern or relationship between teacher beliefs, both about instruction and student abilities, and instructional quality as measured by the Instructional Quality Assessment.

Authors

• Matthew Chedister, University of Wisconsin - LaCrosse

• Louisa P. Anastasopoulos, Education Development Center, Inc.

• Mary Beth Piecham, Education Development Center, Inc.

• Zuzka Blasi, Education Development Center, Inc.

• Michael Steele, University of Wisconsin - Milwaukee

• Josephine K. Louie, Education Development Center, Inc.

• Miriam Gates, Education Development Center, Inc.