The Social Context of Mathematics Beliefs: How School Culture Impacts the Relationships Between Early Career Elementary Teachers' Beliefs and Practices

• In Event: Mathematical Teachers’ Beliefs and Knowledge

Abstract

This case study examines the relationships between three early career elementary teachers' beliefs about mathematics and their classroom practices. Findings reveal that the relationships varied according to which aspect of mathematics was being addressed: mathematics identities, the nature of mathematics, and best practices in mathematics teaching and learning. Only one teacher was able to instruct mathematics in the way she envisioned; the other two had dialectic and inconsistent relationships. School culture played an important role in facilitating or hindering reform oriented practices. Some teachers had beliefs in accordance with mathematics reforms, but could not enact those beliefs due to particular school cultures. Implications from this study include the need for school administrators to allow for greater flexibility in curriculum enactment.

Author

• Joan Gujarati, Manhattanville College