Mathematics teachers' beliefs
Beitrag in Sammelwerk › Forschung
Publikationsdaten
| Von | Thamar Voss, Thilo Kleickmann, Mareike Kunter, Axinja Hachfeld |
| Originalsprache | Englisch |
| Erschienen in | Mareike Kunter, Jürgen Baumert, Werner Blum, Uta Klusmann, Stefan Krauss, Michael Neubrand (Hrsg.), Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project. (Mathematics Teacher Education; Band 8) |
| Seiten | 249-271 |
| Herausgeber (Verlag) | Springer |
| ISBN | 978-1-4614-5148-8, 978-1-4614-5149-5 |
| DOI/Link | https://doi.org/10.1007/978-1-4614-5149-5_12, http://link.springer.com/chapter/10.1007/978-1-4614-5149-5_12 |
| Publikationsstatus | Veröffentlicht – 2013 |
Teacher beliefs are thought to play a decisive role in the provision of classroom instruction (Richardson. Handbook of research on teacher education. Macmillan, New York, pp 102–106, 1996). This chapter investigates mathematics teachers’ beliefs about the nature of knowledge (epistemological beliefs) and about mathematics teaching and learning. To this end, 328 mathematics teachers from the COACTIV study were administered 44 Likert items tapping their professional beliefs. Confirmatory factor analyses revealed that epistemological beliefs and beliefs about mathematics teaching and learning tend to co-occur into two characteristic, and negatively correlated, patterns of beliefs: a transmissive orientation and a constructivist orientation. The results of multilevel structural equation modeling confirmed the relevance of teacher beliefs for instructional practice and student learning outcomes: Constructivist beliefs were positively related to instructional quality and student achievement, whereas the potential for cognitive activation mediated the relationship between teacher beliefs and students’ achievement. Tentative implications for practice are drawn in the Discussion, followed by an outlook on two other aspects of teacher beliefs investigated in COACTIV: beliefs about the role of the teacher and beliefs about the cultural diversity of the student population.
