Using a schematic model to represent influences on, and relationships between, teachers' problem-solving beliefs and practices

Mathematics Education Research Journal

Volumn 17, Issue 2, 2005, Pages 9-38

  Anderson, Judy ^a   White, Paul ^b   Sullivan, Peter ^c  

^a UNIVERSITY OF SYDNEY   (Australia)

^b AUSTRALIAN CATHOLIC UNIVERSITY   (Australia)

^c LA TROBE UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 41149088806     PISSN: 10332170     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF03217414     Document Type: Review

References (41)

1. Ambrose, R., Philipp, R., Chauvot, J., & Clement, L. (2003). A web-based survey to assess prospective elementary school teachers' beliefs about mathematics and mathematics learning: An alternative to Likert scales. In N. A. Pateman, B. J. Dougherty, & J. Zilliox (Eds), Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education (Voì 2, pp. 33-39), Hawai'i: PME
2. Anderson, J. (1997). Teachers' reported use of problem-solving teaching strategies in primary mathematics classrooms. In E Biddulph & K. Carr (Eds.), People in mathematics education (Proceedings of the 20th annual conference of the Mathematics Education Research Group of Australasia, pp. 50-57). Rotorua, NZ: MERGA
3. Anderson, J. (1998). One teacher's problem solving beliefs and practices: Influences and coherence. In C. Kanes, M. Goos, & W. Warren (Eds), Teaching mathematics in new times (Proceedings of the 21st annual conference of the Mathematics Education Research Group of Australasia, pp. 45-52). Brisbane: MERGA
4. Anderson, J. (2003). Teachers' choice of tasks: A window into beliefs about the role of problem solving in learning mathematics. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.), Mathematics education research: Innovation, networking, opportunity (Proceedings of the 26th annual conference of the Mathematics Education Research Group of Australasia, Vol. 1, pp. 72-79). Geelong, VIC: MERGA
5. Anderson, J., Sullivan, P., & White, P. (2004). The influence of perceived constraints on teachers' problem-solving beliefs and practices. In L Putt, R. Faragher, & M. McLean (Eds.), Mathematics education for the third millennium: Towards 2010 (Proceedings of the 27th annual conference of the Mathematics Education Research Group of Australasia, Vol. 1, pp. 39-46). Townsville, QLD: MERGA
6. Artzt, A. F. (1999). A structure to enable preservice teachers of mathematics to reflect on their teaching. Journal of Mathematics Teacher Education, 2(2), 143-166
7. Australian Education Council (1991). A national statement on mathematics for Australian schools, Melbourne: Curriculum Corporation
8. Board of Studies New South Wales [BOSNSW] (2002). Mathematics K-6 Syllabus. Sydney: Author
9. Clarke, D. M. (1997). The changing role of the mathematics teacher. Journal for Research in Mathematics Education, 28(3), 278-308
10. Cooney, T. J. (1985). A beginning teacher's view of problem solving. Journal of Research in Mathematics Education, 16, 324-336
11. Ernest, P. (1991). The philosophy of mathematics education. London: The Falmer Press
12. Fennema, E., Carpenter, T. P., & Peterson, P. (1989). Teachers' decision making and cognitively guided instruction: A new paradigm for curriculum development. In N. F. Ellerton & M. A. Clements (Eds.), School mathematics: The Challenge to change (pp. 174-187). Geelong: Deakin University Press
13. Fennema, E., & Franke, M. L. (1992). Teachers' knowledge and its impact. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 147-164). New York: Macmillan
14. Flexer, R. I., Cumbo, K., Borko, H., Mayfield, V., & Marion, S. F. (1994, April). How "messing about" with performance assessment in mathematics affects what happens in classrooms. Paper presented at the annual meeting of the American Educational Research Association and the National Council on Measurement in Education, New Orleans
15. Furinghetti, F., & Pehkonen, E. (2002). Rethinking characterisations of beliefs. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 39-57). Dordrecht, The Netherlands: Kluwer Academic
16. Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12
17. Guskey, T. R. (2002). Professional development and teacher change. Teachers and teaching: Theory and practice, 8(3/4), 381-391
18. Hollingsworth, H. (2003). The T1MSS 1999 video study and its relevance to Australian mathematics education research, innovation, networking and opportunities. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.), Mathematics education research: Innovation, networking, opportunity (Proceedings of the 26th annual conference of the Mathematics Education Research Group of Australasia, Vol. 1, pp. 7-16). Sydney: MERGA
19. Hollingsworth, H., Lokan,]., & McCrae, B. (2003). Teaching mathematics in Australia: Results from the TIMSS 1999 video study. Melbourne: Australian Council of Educational Research
20. Howard, P., Perry, B., & Lindsay, M. (1997). Secondary mathematics teacher beliefs about the learning and teaching of mathematics. In F. Biddulph & K. Carr (Eds.), People in mathematics education (Proceedings of the 20th annual conference of the Mathematics Education Research Group of Australasia, pp. 231-238). Rotorua, NZ: MERGA
21. Hoyles, C. (1992). Mathematics teaching and mathematics teachers: A meta-case study. For the Learning of Mathematics, 32(3), 32-44
22. Keeves, J. P. (1997). Models and model building. In J. P. Keeves (Ed.), Educational research, methodology, and measurement: An international handbook (2nd ed.) (pp. 385-393), Cambridge, UK: Pergamon
23. Lam pert, M. (2001). Teaching problems and the problems of teaching. New Haven, Conn: Yale University Press
24. Leder, G. C., & Forgasz, H. J. (2002). Measuring mathematical beliefs and their impact on the learning of mathematics: A new approach. In G. C. Leder, E. Pehkonen, & G. Tömer (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 95-113). Dordrecht, The Netherlands: Kluwer Academic
25. Leder, G. C., Pehkonen, E., & Tömer, G. (2002). Setting the scene. In G. C. Leder, E. Pehkonen, & G. Tömer (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 1-10). Dordrecht, The Netherlands: Kluwer Academic
26. Lester, F. K. (1994). Musings about mathematical problem-solving research: 1970-1994. Journal for Research in Mathematics Education, 25(6), 660-675
27. McLeod, D. B., & McLeod, S. H. (2002). Synthesis-Beliefs and mathematics education: Implications for learning, teaching and research. In G. C. Leder, E. Pehkonen, & G. Tömer (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 115-123). Dordrecht, The Netherlands: Kluwer Academic
28. Norton, S., McRobbie, C. J., & Cooper, T. J. (2002). Teachers' responses to an investigative mathematics syllabus: Their goals and practices. Mathematics Education Research journal, 14(1), 37-59
29. Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332
30. Raymond, A. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice, journal for Research in Mathematics Education, 28(5), 550-576
31. Rokeach, M. (1968). Beliefs, attitudes, and values. San Francisco, Ca: Jossey-Bass
32. Romberg, T. A. (1984). Classroom tasks, instructional episodes, and performance in mathematics. In B. Southwell, R. Eyland, M. Cooper, J. Conroy & K. Collis (Eds.), Proceedings of the 8th International Conference for the Psychology of Mathematics Education (pp. 116-126). Sydney: PME
33. Romberg, T. A. (1992). Perspectives on scholarship and research methods. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 49-64). New York: Macmillan
34. Schifter, D. (1998). Learning mathematics for teaching: From a teachers' seminar to the classroom, journal of Mathematics Teacher Education, 1(1), 55-87
35. Schoenfeld, A. H. (1992). Learning to think mathematically: Metacognition and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334-370). New York: Macmillan
36. Schoenfeld, A. H. (2000). Models of the teaching process. Journal of Mathematical Behavior, 18(3), 243-261
37. Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. New York: Free Press
38. Sullivan, P., & Mousley, J. (1994). Quality mathematics teaching: Describing some key components. Mathematics Education Research Journal, 6(1), 4-22
39. Thompson, A. G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: Macmillan
40. Van Zoest, L. R., Jones, G. A., & Thornton, C. A. (1994). Beliefs about mathematics teaching held by pre-service teachers involved in a first grade mentorship program. Mathematics Education Research Journal, 6(1), 37-55
41. Wilson, M., & Cooney, T. (2002). Mathematics teacher change and development. In G. C. Leder, E. Pehkonen, & G. Tömer (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 127-147). Dordrecht, The Netherlands: Kluwer Academic