Changes in teachers' knowledge and beliefs about mathematics and mathematics teaching: A case study

Conference item

Lomas, Laurinda and Clarke, Douglas McLean. (2016). Changes in teachers' knowledge and beliefs about mathematics and mathematics teaching: A case study. In B. White, M. Chinnappan and S. Trenholm (Ed.). 39th Annual Conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 389 - 396
AuthorsLomas, Laurinda and Clarke, Douglas McLean
Abstract

As teaching is a cultural activity embedded in a unique context, professional development opportunities for teachers may be best placed amid the relevance of everyday classroom practice, and supported by an innovative curriculum. This progress paper reports on data collected as part of doctoral research studying the changes in mathematical knowledge and beliefs of three year 5/6 teachers as they implemented a four-week, innovative curriculum unit. Early analysis of the case of Year 5 teacher Mark pointed to reflection on the pivotal influence of teachers’ stated and inferred beliefs about mathematics and mathematics teaching on classroom practice, and the vagaries of didactic contracts in a change environment.

Year2016
PublisherMathematics Education Research Group of Australasia
Web address (URL)https://www.merga.net.au/publications/counter.php?pub=pub_conf&id=2747
Publisher's version
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Controlled
Book titleOpening Up Mathematics Education: Research Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia
Page range389 - 396
ISBN9781920846299
Research GroupSchool of Education
Place of publicationAustralia
EditorsB. White, M. Chinnappan and S. Trenholm
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