Dispelling the Notion of Inconsistencies in Teachers’ Mathematics Beliefs and Practices: A Three-Year Case Study

• In Event: Teachers’ Mathematical Thinking and Learning

Abstract

Researchers in the field of mathematics education have focused on beliefs as a significant area of study because of their perceived influence on what is taught and learned. Much of the research in this area documents the inconsistency between teachers’ beliefs and their classroom practices. In this case study, we look beyond one elementary teacher’s perceived inconsistencies to gain a better understanding of the nature of her beliefs and how they are organized. Data were gathered from individual and focus group interviews, classroom observations, email communications, and researcher memos over the course of three years. Results showed that non math-related beliefs took precedence in certain classroom situations and contextual factors had an intervening influence on the actualization of beliefs

Authors

• Dionne Indera Cross, Indiana University

• Ji Yeon Hong, University of Oklahoma