Mathematical belief change in prospective primary teachers

Journal of Mathematics Teacher Education

Volumn 11, Issue 6, 2008, Pages 479-497

  Grootenboer, Peter ^a  

^a GRIFFITH UNIVERSITY   (Australia)

Author keywords

Belief change; Mathematics preservice teacher education

Indexed keywords

EID: 55749101350     PISSN: 13864416     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10857-008-9084-x     Document Type: Article

References (38)

1. Ambrose, R. (2004). Initiating change in prospective elementary school teachers' orientations to mathematics teaching by building on beliefs. Journal of Mathematics Teacher Education, 7, 91-119. doi: 10.1023/ B:JMTE.0000021879.74957.63.
2. Andrews, P. (2000). The influence of context on teachers' conceptions of mathematics and its teaching. Paper Presented at the European conference on Educational Research, Edinburgh.
3. Biddulph, F. (1999). The legacy of schooling: Student teachers' initial mathematical feelings and competence. Mathematics Teacher Education and Development, 1, 64-71.
4. Cavanagh, M. (2006). Mathematics teachers and working mathematically: Responses to curriculum change. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), Identities, cultures and learning spaces (Proceedings of the 29th Annual Conference of Mathematics Education Research Group of Australasia, Vol. 1, pp. 115-122). Canberra, Australia: MERGA.
5. Cooney, T. J. (2001). Considering the paradoxes, perils, and purposes of conceptualizing teacher development. In F. L. Lin (Ed.), Making sense of mathematics teacher education (pp. 9-31). Dordrecht: Kluwer.
6. Davis, P. J., & Hersh, R. (1981). The mathematical experience. Boston: Birkhäuser.
7. Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics teaching: The state of the art (pp. 249-254). London: Falmer Press.
8. Foss, D. H., & Kleinsasser, R. C. (1996). Preservice elementary teachers' views of pedagogical and mathematical content knowledge. Teaching and Teacher Education, 12(4), 429-442. doi: 10.1016/ 0742-051X(95)00049-P.
9. Green, T. (1971). The activities of teaching. New York: McGraw-Hill.
10. Grootenboer, P. J. (2003). Facilitating affective change with preservice primary teachers. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.), MERINO: Mathematics education research: Innovations, networking, opportunity (Proceedings of the 26th Annual Conference of Mathematics Education Research Group of Australasia, Vol. 2, pp. 413-420). Geelong, Australia: MERGA.
11. Grootenboer, P. J. (2006). Mathematics educators: Identity, beliefs roles and ethical dilemmas. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), Identities, cultures and learning spaces (Proceedings of the 29th Annual Conference of Mathematics Education Research Group of Australasia, Vol. 1, pp. 270-277). Canberra, Australia: MERGA.
12. Guba, E., & Lincoln, Y. (1982). Epistemological and methodological bases of naturalistic inquiry. Educational Communication and Technology Journal, 30, 233-252.
13. Hersh, R. (1986). Some proposals for revisiting the philosophy of mathematics. In T. Tymoczko (Ed.), New directions in the philosophy of mathematics (pp. 9-28). Boston: Birkhäuser.
14. Joram, E., & Gabriele, A. J. (1998). Preservice teachers' prior beliefs: Transforming obstacles into opportunities. Teaching and Teacher Education, 14(2), 175-191. doi: 10.1016/S0742-051X(97)00035-8.
15. Leder, G. C., & Forgasz, H. J. (2006). Affect and mathematics education: PME perspectives. In A. Gutiérrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education: Past, present and future (pp. 403-427). Rotterdam: Sense.
16. Lloyd, G.M., & Frykholm, J. A. (2001). On the development of "book smarts" in mathematics: Prospective Elementary teachers' experiences with innovative curriculum materials. Issues in the Undergraduate Mathematics Preparation of School Teachers, 2. Retrieved July 28, 2001, from the World Wide Web http://www.k-12prep.math.ttu.edu/journal/pedagogy/volume.shtml
17. Lortie, D. (1975). Schoolteacher: A sociological study. Chicago, IL: The University of Chicago Press.
18. McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575-596). New York: Macmillan.
19. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328. doi: 10.1080/ 0022027870190403.
20. Nisbet, S., & Warren, E. (2000). Primary school teachers' beliefs relating to mathematics, teaching and assessing mathematics and factors that influence these beliefs. Mathematics Teacher Education and Development, 2, 34-47.
21. Op't Eynde, P., de Corte, E., & Verschaffel, L. (2002). Framing students' mathematics-related beliefs. A quest for conceptual clarity and a comprehensive categorization. In G. Leder, E. Pehkonen & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 13-37). Dordrecht, The Netherlands: Kluwer.
22. Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
23. Patton, M. (1990). Qualitative evaluation and research methods (2nd ed.). Thousand Oaks: Sage.
24. Qualitative Solutions & Research. (1997). NUD*IST [Computer Software]. Melbourne: Author.
25. Raths, J. (2001). Teachers' beliefs and teaching beliefs. Early childhood: Research and practice, 3 (1). Retrieved September 4, 2001, fNom the World Wide Web http://ecrp:uniuc.edu/v3n1/raths.html.
26. Rieman, D. (1998). The essential structure of caring interaction. In J. Creswell (Ed.), Qualitative inquiry and research design: Choosing among five traditions (pp. 271-295). Thousand Oaks: Sage.
27. Rokeach, M. (1968). Beliefs, attitudes and values: A theory of organisational change. San Francisco, CA: Jossey-Bass.
28. Rowlands, S., & Graham, T. (1997). The nature of mathematics and the state of mathematics education. Chreods, 11. Retrieved September 21, 2006, from the World Wide Web http://www.partnership.mmu.ac.uk/cme/ Chreods/Chreods_11.html.
29. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. 102-119). New York: Association of Teacher Educators.
30. Schuck, S. (1996). Chains in primary teacher mathematics education courses: An analysis of powerful constraints. Mathematics Education Research Journal, 8(2), 119-136.
31. Skott, J. (2004). The forced autonomy of mathematics teachers. Educational Studies in Mathematics, 55, 227-257. doi: 10.1023/ B:EDUC.0000017670.35680.88.
32. Sowder, J. (2001). Connecting mathematics education research to practice. In J. Bobis, B. Perry & M. Mitchelmore (Eds.), Numeracy and beyond (Proceedings of the 24th annual conference of the Mathematics Education Research Group of Australasia, pp. 1-8). Sydney: MERGA.
33. Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (2001). Teachers' beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17, 213-226. doi: 10.1016/ S0742-051X(00)00052-4.
34. Stuart, C., & Thurlow, D. (2000). Making it their own: Preservice teachers' experiences, beliefs, and classroom practices. Journal of Teacher Education, 51(2), 113-121. doi: 10.1177/002248710005100205.
35. Szydlik, J. E., Szydlik, S. D., & Benson, S. R. (2003). Exploring changes in pre-service elementary teachers' mathematical beliefs. Journal of Mathematics Teacher Education, 6, 253-279. doi: 10.1023/ A:1025155328511.
36. Thompson, A. G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: Macmillan.
37. Tillema, H. H. (2000). Belief change towards self-directed learning in student-teachers: Immersion in practice or reflection on action. Teaching and Teacher Education, 16, 575-591. doi: 10.1016/ S0742-051X(00)00016-0.
38. Zeichner, K., & Tabachnick, R. (1981). Are the effects of university teacher education 'washed out' by school experience. Journal of Teacher Education, 32(3), 7-11. doi: 10.1177/002248718103200302.