Examining the Role of Problem Solving in Changing Elementary Teachers' Beliefs About Mathematics

• In Event: 42.083 - Roundtable Session 17
  In Roundtable Session: 42.083-3 - Investigations in Mathematics Teachers' Learning and Practice

Abstract

Interest in beliefs, the nature of beliefs and how they are structured lies in the notion that beliefs are predictive of individuals’ actions Marrying this relationship with the fact that teachers’ instructional practices greatly influence students’ learning, it is no wonder that beliefs research continues to be quite relevant in the field of education. Beliefs about mathematics as a discipline are often quite dominant influencing teachers’ beliefs about mathematics teaching and learning. Our study focused on investigating the ways in which teachers’ beliefs about mathematics changed following a two-year professional development (PD) program focused on problem solving. Results showed that there were shifts in teachers’ beliefs in three distinct ways. We discuss implications for teacher education and professional development.

Authors

• Dionne Indera Cross Francis, Indiana University

• Rick Alan Hudson, University of Southern Indiana

• Mi Yeon Lee, Arizona State University