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The impact of experiences, dispositions, and beliefs on practice
Reaburn, Robyn Murphy, Caroline Muir, Tracey Fitzallen, Noleine
Reaburn, Robyn
Murphy, Caroline
Muir, Tracey
Fitzallen, Noleine
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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.
Keywords
Mathematics, Education
Date
2021
Type
Journal article
Journal
Book
Volume
23
Issue
2
Page Range
1-3
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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DOI
Event URL
Open Access Status
Open access
License
All rights reserved
File Access
Open
Notes
© Mathematics Teacher Education and Development, 2021.
Bronze Open Access.
Bronze Open Access.