Factors Influencing Elementary Mathematics Teachers’ Beliefs in Reform-Based Teaching

Amanda Gantt Sawyer

Abstract


I investigated a reform based teachers’ beliefs about the nature of mathematics, teaching mathematics, and learning mathematics, and the factors leading to their formation. I interviewed and observed a reform-based elementary mathematics teacher with 13 years’ experience teaching first grade. She held a Platonist/problem solver view of mathematics, explainer view of teaching, and an active view of learning and was influenced by her husband, preschool son, past teachers, certification, professional development, and teaching experience. I found personal factors outside of education could significantly support beliefs in reform-based teaching and speculate that reflection on personal factors could initiate belief change.

Keywords


Teacher beliefs; Teacher education-inservice

Full Text:

PDF

References


Ambrose, R., Clement, L., Philipp, R., & Chauvot, J. (2004). Assessing prospective elementary school teachers' beliefs about mathematics and mathematics learning: Rationale and development of a constructed-response-format beliefs survey. School Science and Mathematics, 104(2), 56–69.

Anning, A. (1988). Teachers' theories about children's learning. In J. Calderhead (Ed.), Teachers' professional learning (pp. 128–145). London, England: Falmer.

Archer, J. (2000, December). Teachers’ beliefs about successful teaching and learning in English and mathematics. Paper presented at the annual conference of the Australian Association for Research in Education, Sydney. Retrieved from http://www.aare.edu.au/00pap/arc00325.htm

Banilower, E. R., Boyd, S. E., Pasley, J. D., & Weiss, I. R. (2006). Lessons from a decade of mathematics and science reform: A capstone report for the local systemic change through teacher enhancement initiative. Chapel Hill, NC: Horizon Research.

Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60, 497–511.

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389–407.

Britzman, D. (1991). Practice makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press.

Clandinin, D. J. (1986). Classroom practice: Teacher images in action. London, England: Falmer.

Clandinin, D. J. & Connelly, F. (1991). Narrative and story in practice and research. In D. Schon (Ed.), The reflective turn: Case studies in and on educational practice (pp. 258–281). New York, NY: Teachers College Press.

Cooney, T. J., Shealy, B. E., & Arvold, B. (1998). Conceptualizing belief structures of preservice secondary mathematics teachers. Journal for Research in Mathematics Education, 29, 306–333.

Common Core State Standards. (2010). Introduction. Retrieved 11 November, 2015 from http://www.corestandards.org/Math/Content/introduction/how-to-read-the-grade-level-standards/

Crow, N. (1987). Socialization within a teacher education program. (Unpublished doctoral dissertation). University of Utah, Salt Lake City.

DeMarrais, K. B., & Lapan, S. D. (2005). Foundations for research: Methods of inquiry in education and the social sciences. Mahwah, NJ: L. Erlbaum Associates.

Dewey, J. (1938). Experience and education. New York, NY: Simon & Schuster.

Doyle, W. (1990). Classroom knowledge as a foundation for teaching. Teachers College Record, 91(3), 247–260.

Ernest, P. (1989). The impact on beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics teaching: The state of the art (pp. 249–254). Basingstoke, England: Falmer Press.

Fives, H., & Buehl, M. M. (2016). Teachers’ Beliefs, in the Context of Policy Reform. Policy Insights from the Behavioral and Brain Sciences, 3(1), 114–121.

Guyas, A. S., & Poling, L. H. (2011). Embodying parenthood in academia. Studies in Art Education, 52(2), 171.

Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129–169.

Leatham, K. R. (2006). Viewing mathematics teachers' beliefs as sensible systems. Journal of Mathematics Teacher Education, 9, 91–102. doi:10.1007/s10857-006-9006-8

Leinhardt, G. (1988). Situated knowledge and expertise in teaching. In J. Calderhead (Ed.), Teachers' professional learning (pp. 146–168). London, England: Falmer.

Leifman, H. (2001). Family of origin roles and adult work roles in relation to employee adjustment, satisfaction and success (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 9992036)

Levin, B., & He, Y. (2008). Investigating the content and sources of teacher candidates' personal practical theories (PPTs). Journal of Teacher Education, 59, 55–68.

Mewborn, D. S., & Stinson, D. W. (2007). Learning to teach as assisted performance. Teachers College Record, 109(6), 1457–1487.

National Council of Teachers of Mathematics. (1989). Principles and standards for school mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics. (2014). Principles to actions. Reston, VA: Author.

Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.

Patton. M.Q, (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.

Philipp, R. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.) Second handbook of research on mathematics teaching and learning (pp. 257–318). Charlotte, NC: InfoAge.

Philipp, R. A., Ambrose, R., Lamb, L. L. C., Sowder, J. T., Schappelle, B. P., Sowder, L., . . . Chauvot, J. (2007). Effects of early field experiences on the mathematical content knowledge and beliefs of prospective elementary school teachers: An experimental study. Journal for Research in Mathematics Education, 38, 438–476. doi: 10.2307/30034961

Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28, 550–576.

Richardson, V. (1996).The role of attitudes and beliefs in learning to teach. In J. Sikula (Eds.), Handbook of research on teacher education (pp. 102–115). New York: Macmillan.

Shiver, J. M. (2010). Teachers' beliefs about mathematics and the teaching of mathematics as they enter the teaching profession (Doctoral dissertation). Retrieved from http://www.galileo.usg.edu/scholar/uga/search/

Stewart, R., Coll, K., & Osguthorpe, R. (2013). Family Background of Beginning Education Students: Implications for Teacher Educators. College Student Journal, 47(4), 627–634.

Stuart, C., & Thurlow, D. (2000). Making it their own: Preservice teachers' experiences, beliefs, and classroom practices. Journal of Teacher Education, 51, 113–121.

Swars, S., Hart, L. C., Smith, S. Z., Smith, M. E., & Tolar, T. (2007). A longitudinal study of elementary pre-service teachers' mathematics beliefs and content knowledge. School Science and Mathematics, 107(8), 325–335.

Thompson, A. G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Eds.), Handbook of research on mathematics teaching and learning (pp. 127–146). New York: Macmillan.

Thomson, R., & Kehily, M. J. (2011). Troubling reflexivity: The identity flows of teachers becoming mothers. Gender and Education, 23(3), 233–245.

Weiss, I. R., & Pasley, J. D. (2004). What is high-quality instruction? Educational Leadership, 61(5), 24.

Zimmerman, J., & Cochran, L. (1993). Alignment of family and work roles. The Career Development Quarterly, 41(4), 344–349.


Refbacks

  • There are currently no refbacks.