The impact of experiences, dispositions, and beliefs on practice

Journal article

Reaburn, Robyn, Murphy, Caroline, Muir, Tracey and Fitzallen, Noleine. (2021). The impact of experiences, dispositions, and beliefs on practice. Mathematics Teacher Education and Development. 23(2), pp. 1-3.
AuthorsReaburn, Robyn, Murphy, Caroline, Muir, Tracey and Fitzallen, Noleine
Abstract

It has long been recognised that how mathematics educators view the nature of mathematics affects the way they teach it. For example, those who believe that mathematics consists of only rules and procedures, are more likely to teach just rules and procedures. Those who believe that mathematics is a static body of knowledge out there to be discovered, are more likely to teach with the aim of developing students' understanding. Those who believe that mathematics is a dynamic, ever expanding area of human creation, are more likely to encourage their students to be problem-posers and problem-solvers (Ernest, 1989). In reality, it is expected that mathematics teachers will teach using a variety of these approaches, depending on the topic, context, and their own experiences. It is important, therefore, that mathematics educators examine their beliefs and what affect these might have on their teaching. The papers in this issue examine this intertwining of beliefs about mathematics and teaching, along with experiences, and the impact they have on teaching practice.

KeywordsMathematics; Education
Year01 Jan 2021
JournalMathematics Teacher Education and Development
Journal citation23 (2), pp. 1-3
PublisherMathematics Education Research Group of Australasia
ISSN1442-3901
Web address (URL)https://mted.merga.net.au/index.php/mted/article/view/703
Open accessOpen access
Research or scholarlyResearch
Page range1-3
Publisher's version
License
All rights reserved
File Access Level
Open
Output statusPublished
Publication dates
Online19 Jul 2021
Publication process dates
AcceptedJul 2021
Deposited21 May 2024
Additional information

© Mathematics Teacher Education and Development, 2021.

Place of publicationAustralia
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