Teachers' beliefs about school mathematics and mathematicians' mathematics and their relationship to practice

Author:

Beswick Kim

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Reference33 articles.

1. Ball, D. L. (1990). Breaking with experience in learning to teach mathematics: The role of a preservice methods course. For the Learning of Mathematics, 10(2), 10–16.

2. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it so special? Journal of Teacher Education, 59(5), 389–407.

3. Beswick, K. (2003). Accounting for the contextual nature of teachers' beliefs in considering their relationship to practice. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.), Mathematics education research: Innovation, networking, opportunity: Proceedings of the 26th annual conference of the Mathematics Education Research Group of Australasia (Vol. 1, pp. 152–159). Melbourne: Deakin University.

4. Beswick, K. (2004). The impact of teachers' perceptions of student characteristics on the enactment of their beliefs. In M. J. Hoines & A. B. Fuglestad (Eds.), Proceedings of the 28th annual conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 111–118). Bergen: Bergen University College.

5. Beswick, K. (2005). The beliefs/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39–68.

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