Logical problems with teachers' beliefs research

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    Abstract

    This report explores the messy field of mathematics teachers beliefs, suggesting the problem may lie in the difficulties encountered defining what beliefs are, which have given rise to inconsistent ways of thinking about how beliefs function. This has also led to some fallacious thinking about mathematics teachers appearing to act in ways considered to be inconsistent with their beliefs. In this paper, a simple definition for beliefs is proposed, a vocabulary drawn from Fives and Buehl s (2012) review is used to discuss the role beliefs play in practice, and the logical problems associated with claims about inconsistent mathematics teachers are explored.
    Original languageEnglish
    Title of host publicationProceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39)
    EditorsKim Beswick, Tracey Muir, Jill Wells
    Place of PublicationPraha Czech Republic
    PublisherInternational Group for the Psychology of Mathematics Education
    Pages306 - 313
    Number of pages8
    Volume3
    Publication statusPublished - 2015
    EventAnnual Conference of the International Group for the Psychology of Mathematics Education 2015 - Hobart, Australia
    Duration: 13 Jul 201518 Jul 2015
    Conference number: 39

    Conference

    ConferenceAnnual Conference of the International Group for the Psychology of Mathematics Education 2015
    Abbreviated titlePME 39
    CountryAustralia
    CityHobart
    Period13/07/1518/07/15

    Cite this

    O'Donovan, R. (2015). Logical problems with teachers' beliefs research. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39) (Vol. 3, pp. 306 - 313). International Group for the Psychology of Mathematics Education.