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 language | English |
|---|---|
| Title of host publication | Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39) |
| Editors | Kim Beswick, Tracey Muir, Jill Wells |
| Place of Publication | Praha Czech Republic |
| Publisher | International Group for the Psychology of Mathematics Education |
| Pages | 306 - 313 |
| Number of pages | 8 |
| Volume | 3 |
| Publication status | Published - 2015 |
| Event | Annual Conference of the International Group for the Psychology of Mathematics Education 2015 - Hobart, Australia Duration: 13 Jul 2015 → 18 Jul 2015 Conference number: 39th |
Conference
| Conference | Annual Conference of the International Group for the Psychology of Mathematics Education 2015 |
|---|---|
| Abbreviated title | PME 2015 |
| Country/Territory | Australia |
| City | Hobart |
| Period | 13/07/15 → 18/07/15 |