A proposal for the study of mathematics teachers’ beliefs through the analysis of their practices

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Mathematics Education Research Journal Pub Date : 2024-07-02 DOI:10.1007/s13394-024-00496-y

Graciela Acevedo, Luis Roberto Pino-Fan

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Abstract

In recent years, research on mathematics teachers’ beliefs has increasingly shifted its focus toward understanding their connection with instructional practices. This article introduces a model designed to explore mathematics teachers’ beliefs through a comprehensive analysis of their practices. The contributions of models that study the relationship between beliefs and practices of teachers, such as those from Schoenfeld (Journal of Mathematical Behavior, 18(3), 243–261, 2000) and Cobb and Yackel (Educational Psychologist, 31(3), 175–190, 1996), were reviewed and considered. Additionally, it includes methodological considerations from Leatham and Speer for studying beliefs. These approaches are integrated by utilizing the notions of practice, types of didactic-mathematical practices and norms, derived from the onto-semiotic approach, as the central organizing axis. Furthermore, we demonstrate the application of these stages of analysis for exploring teachers’ beliefs by analyzing the beliefs of a prospective mathematics teacher. The findings enable us to identify the beliefs held by this prospective teacher regarding the use of introductory activities characterized by a high motivational level but a low mathematical level. Additionally, these results provide insights into potential avenues for developing training programs aimed at instigating a shift in these beliefs, thereby fostering an enhancement in teaching practices. These outcomes show the feasibility of the analytical model proposed in this article.

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通过分析数学教师的实践来研究其信念的建议

近年来，有关数学教师信念的研究越来越多地将重点转向了解数学教师信念与教学实践的联系。本文介绍了一种旨在通过全面分析数学教师的教学实践来探究其教学信念的模式。文章回顾并考虑了 Schoenfeld（《数学行为杂志》，18（3），243-261，2000 年）和 Cobb 和 Yackel（《教育心理学家》，31（3），175-190，1996 年）等研究教师信念与教学实践之间关系的模式的贡献。此外，它还包括 Leatham 和 Speer 在研究信念方面的方法考虑。这些方法通过利用实践、教学-数学实践类型和规范等概念进行整合，这些概念源于to-semiotic 方法，并以此为中心组织轴。此外，我们还通过分析一位未来数学教师的信念，展示了这些分析阶段在探索教师信念方面的应用。研究结果使我们能够确定这位准教师在使用动机水平高而数学水平低的导入活动时所持有的信念。此外，这些结果还为制定培训计划提供了潜在的途径，旨在促使这些信念发生转变，从而促进教学实践的改进。这些结果表明，本文提出的分析模型是可行的。

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来源期刊

Mathematics Education Research Journal EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

4.80

自引率

11.10%

发文量

期刊介绍： The Mathematics Education Research Journal seeks to promote high quality research that is of interest to the international community. The Mathematics Education Research Journal seeks to present research that promotes new knowledge, ideas, methodologies and epistemologies in the field of mathematics education. The Mathematics Education Research Journal actively seeks to promote research from the Australasian region either as research conducted in the region; conducted by researchers from the region and/or draws on research from the region. The Mathematics Education Research Journal accepts papers from authors from all regions internationally but authors must draw on the extensive research that has been produced in the Australasian region. The Mathematics Education Research Journal normally does not encourage publication of teacher education programs or courses. These are more suited for theother MERGA journal, Mathematics Teacher Education and Development.