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The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices

机译：小学教师的内容知识，态度，信念和实践之间的关系

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摘要

This study investigated 481 in-service elementary teachers’ level of mathematical content knowledge, attitudes toward mathematics, beliefs about the effectiveness of inquiry-based instruction, use of inquiry-based instruction and modeled the relationship among these variables. Upper elementary teachers (grades 3–5) were found to have greater content knowledge and more positive attitudes toward mathematics than primary teachers (grades K-2). There was no difference in teachers’ beliefs about effective instruction, but primary level teachers were found to use inquiry-based instruction more frequently than upper elementary teachers. Consistent with Ernest’s [Ernest (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13–33] model of mathematics teaching, content knowledge, attitudes, and beliefs were all found to be related to teachers’ instructional practice. Furthermore, beliefs were found to partially mediate the effects of content knowledge and attitudes on instructional practice. Content knowledge was found to be negatively related to beliefs in the effectiveness of inquiry-based instruction and teachers’ use of inquiry-based instruction in their classrooms. However, overall, teachers with more positive attitudes toward mathematics were more likely to believe in the effectiveness of inquiry-based instruction and use it more frequently in their classroom. Teacher beliefs were found to have the strongest effect on teachers’ practice. Implications for the goals and objectives of elementary mathematics methods courses and professional development are discussed.
机译：这项研究调查了481名在职基础教师的数学内容知识水平，对数学的态度，对基于探究式教学的有效性的信念，基于探究式教学的使用，并对这些变量之间的关系进行了建模。与小学教师（K-2年级）相比，高级小学教师（3-5年级）对数学的知识和态度更加积极。教师对有效教学的看法没有差异，但发现小学教师比基础小学教师更频繁地使用基于探究的教学。与欧内斯特[Ernest（1989）。数学老师的知识，信念和态度：一个模型。 《教学教育杂志》，第15（1）号，第13-33页]的数学教学模型，内容知识，态度和信念都与教师的教学实践有关。此外，发现信念可以部分地调解内容知识和态度对教学实践的影响。发现内容知识与对基于探究式教学的有效性的信念和教师在课堂上使用基于探究式教学的信念负相关。但是，总的来说，对数学抱有更积极态度的教师更可能相信基于探究的教学的有效性，并在课堂上更频繁地使用它。发现教师的信仰对教师的实践影响最大。讨论了对初等数学方法课程和专业发展的目的和意义。

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