Examining High School Math Teachers' Beliefs About Student Learning and Their Pedagogical Practices

• In Event: Hilton Roundtable Session 18
  In Roundtable Session: Influences on the Secondary Mathematics Classroom

Abstract

This study contributes to the limited empirical literature on how high school math teachers’ beliefs about student learning predict their pedagogical practices. Specifically, it examines whether teachers’ endorsement of a deficit view of student learning, such that they believe that the home environment is the main determinant of students’ ability to learn math, is related to their teaching practices. Utilizing a national sample of high school math teachers, multivariate regression analyses test whether such beliefs predict the use of more traditional teaching practices on the one hand, or more constructivist or reform teaching practices on the other.

Authors

• Jenny Buontempo, University of Texas-Austin

• Catherine C. Riegle-Crumb, The University of Texas