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首页> 外文期刊>Journal of mathematics teacher education >Dispelling the notion of inconsistencies in teachers' mathematics beliefs and practices:A 3-year case study
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Dispelling the notion of inconsistencies in teachers' mathematics beliefs and practices:A 3-year case study

机译：消除教师数学信念和实践中不一致的概念：为期三年的案例研究

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摘要

Researchers in the field of mathematics education have focused on beliefs as a significant area of study because of the influence of beliefs on what is taught and learned. Much of the research in this area speaks about inconsistency between teachers' beliefs about mathematics teaching and learning and their classroom practices. In this case study, I look beyond two elementary teachers' perceived inconsistencies to gain a better understanding of the nature of their beliefs and how they are organized. Data were gathered from individual and focus group interviews, classroom observations, email communications, and researcher memos over the course of 3 years. Results showed that non-mathematics beliefs and contextual factors took precedence in certain classroom situations and contextual factors had an intervening influence on the actualization of beliefs. Several theoretical, methodological and practical implications of the findings are discussed.
机译：由于信念对所学知识的影响，数学教育领域的研究人员一直将信念作为重要的研究领域。该领域的许多研究都谈到了教师关于数学教学的信念与课堂实践之间的矛盾。在本案例研究中，我将超越两位基础教师的自相矛盾之处，以更好地了解他们的信仰的本质以及他们的组织方式。数据是在3年的时间里从个人和焦点小组访谈，课堂观察，电子邮件通讯和研究人员备忘录中收集的。结果表明，在某些课堂情况下，非数学信仰和情境因素占主导地位，并且情境因素对信仰的实现具有中间影响。讨论了该发现的一些理论，方法和实践意义。

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