The Relationship Between Teacher and Student Beliefs About Mathematics

School Science and Mathematics

Volumn 97, Issue 2, 1997, Pages 62-67

  Carter, Glenda ^a   Norwood, Karen S ^a  

^a NORTH CAROLINA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 23044507833     PISSN: 00366803     EISSN: 19498594     Source Type: Journal    
DOI: 10.1111/j.1949-8594.1997.tb17344.x     Document Type: Article

References (11)

1. Cobb, P., Wood, T., Yackel, E., Nicholls, J., Wheatley, G., Trigatti, B., & Perlwitz, M. (1991). Assessment of problem-centered second-grade mathematics project. Journal for Research in Mathematics Education, 22(1) 3–29.
2. Cohen, D. K., & Ball, D. L. (1990). Relations between policy and practice. Educational Evaluation and Policy, 12 (3), 331–338.
3. Grant, C. E. (1984). A study of the relationship between secondary mathematics teachers' beliefs about the teaching-learning process and their observed classroom behaviors (Doctoral Dissertation, University of North Dakota, 1984). Dissertation Abstracts International, 46, DA8507627.
4. McGalliard, W. (1983). Selected factors in the conceptual of geometry teachers: Four case studies (Doctoral Dissertation, University of Georgia, 1982). Dissertation Abstracts International, 44, 1364A.
5. National Council of Teachers of Mathematics. (1995). Assessment standards for school mathematics. Reston, VA: Author.
6. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
7. Nicholls, J. G., Cobb, P., Yackel, E., Wood, T., & Wheatley, G. (1990). Students' theories about mathematics and their mathematical knowledge: Multiple dimensions of assessment. In G. Kuhn (Ed.), Assessing Higher Order Thinking in Mathematics (pp. 137–154). Washington, DC: American Association for the Advancement of Science.
8. Nicholls, J., Cobb, P., Wood, T., Yackel, E., & Patashnick, M. (1990). Assessing students' theories of success in mathematics: Individual and classroom differences. Journal for Research in Mathematics Education, 27(2), 109–122.
9. Thompson, A. G. (1984). The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15, 105–127.
10. Underhill, R. G. (1988). Focus on research into practice in diagnostic and prescriptive mathematics. Focus on Learning Problems in Mathematics, 10(3), 43–58.
11. Wiemers, N. J. (1990). Transformation and accommodation. Educational Evaluation and Policy Analysis, 12(3)281–292.