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首页> 外文期刊>Journal of Mathematics Teacher Education >Alignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices
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Alignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices

机译：统一，凝聚力和变化：检查数学老师的信念结构及其对教学实践的影响

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This collective case study reports on an investigation into the relationship between mathematics teachers’ beliefs and their classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their students’ learning. Additionally, the study examined the pervasiveness of their beliefs in the face of efforts to incorporate reform-oriented classroom materials and instructional strategies. The participants were five high school teachers of ninth-grade algebra at different stages in their teaching career. The qualitative analysis of the data revealed that in general beliefs were very influential on the teachers’ daily pedagogical decisions and that their beliefs about the nature of mathematics served as a primary source of their beliefs about pedagogy and student learning. Findings from the analysis concur with previous studies in this area that reveal a clear relationship between these constructs. In addition, the results provide useful insights for the mathematics education community as it shows the diversity among the inservice teachers’ beliefs (presented as hypothesized belief models), the role and influence of beliefs about the nature of mathematics on the belief structure and how the teachers designed their instructional practices to reflect these beliefs. The article concludes with a discussion of implications of teacher education.
机译：这项集体案例研究报告了对数学老师的信仰与课堂实践之间关系的调查，即他们如何组织课堂活动，与学生互动以及评估学生的学习情况。此外，面对合并改革导向的课堂材料和教学策略的努力，该研究考察了他们信仰的普遍性。参加者是五位九年级代数的高中教师，在他们的教学生涯的不同阶段。对数据的定性分析表明，一般而言，信念对教师的日常教学决策有很大的影响，而他们对数学性质的信念是他们对教学法和学生学习信念的主要来源。分析的结果与该领域以前的研究一致，揭示了这些结构之间的明确关系。此外，研究结果还为数学教育界提供了有益的见解，因为它显示了在职教师的信念（表示为假设的信念模型），关于数学性质的信念的作用和影响，信念结构的作用以及如何影响信念的多样性。老师设计了他们的教学实践以反映这些信念。本文最后讨论了教师教育的含义。

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