Unraveling the Relationships between Beginning Elementary Teachers' Mathematics Beliefs and Teaching Practices.
Generate an AI Snapshot to get a quick, structured summary of this paper.
A concise AI-generated summary of the paper will appear here once you click Generate AI Snapshot.
Abstract
MF01/PC01 Plus Postage. *Beginning Teachers; *Elementary School Teachers; Intermediate Grades; Interviews; Junior High Schools; *Mathematics Instruction; *Mathematics Teachers; Models; *Teacher Attitudes This qualitative study investigated six beginning elementary teachers' beliefs about mathematics and mathematics pedagogy and explored the relationships between their mathematics beliefs and teaching practice. A key question that was addressed was What are the primary factors that influence beliefs, practices, and the consistency between beliefs and practices? Data were collected primarily through interviews, observations, a concept-mapping activity, and a questionnaire. A model of the mathematics beliefs and practice relationships was developed prior to the investigation and was revised based on results of the study. Findings showed that prior school experiences and teacher education programs were the key influences on beliefs, and mathematics beliefs and students' abilities were the primary influences on teaching practices. Time constraint! and lack of resources accounted for the majority of inconsistencies between beliefs and practice. (Author/MR) Reproductions supplied by EDRS are t'le best that can be made from the original L,cument.