Teaching Mathematics for Conceptual Understanding: Teachers' Beliefs and Practices and the Role of Constraints

被引：13

作者：

Yurekli, Bilge ^{[1
]}

Stein, Mary Kay ^{[1
]}

Correnti, Richard ^{[1
]}

Kisa, Zahid ^{[2
]}

机构：

[1] Univ Pittsburgh, Learning Res & Dev Ctr, 3939 OHara St, Pittsburgh, PA 15260 USA

[2] Florida State Univ, Learning Syst Inst, 2000 Levy Ave, Tallahassee, FL 32310 USA

来源：

JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION | 2020年 / 51卷 / 02期

关键词：

Constraints; Mathematics education; Teacher beliefs; Teacher practices; KNOWLEDGE; ENACTMENT;

D O I：

10.5951/jresematheduc-2020-0021

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

A major influence on mathematics teachers' instruction is their beliefs. However, teachers' instructional practices do not always neatly align with their beliefs because of factors perceived as constraints. The purpose of this article is to introduce a new approach for examining the relationship between teachers' beliefs and practices, an approach that focuses on specific instructional practices that support the development of students' conceptual understanding and on mismatches that occur between what teachers believe to be important and what they report actually doing in the classroom. We also examine the relationship between teachers' self-reported constraints and mismatches between teachers' beliefs and practices.

引用

页码：234 / 247

页数：14

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