Using a Schematic Model to Represent Influences on, and Relationships Between, Teachers' Problem-Solving Beliefs and Practices

Schematic models have been used extensively in educational research to represent relationships between variables diagrammatically, including the interrelationships between factors associated with teachers' beliefs and practices. A review of such models informed the development of a new model that was used to plan an investigation into primary school teachers' problem-solving beliefs and practices. on the basis of the findings from the research, the model was revised to include the important variable of prior mathematics learning, as well as a repositioning of the influence of teaching experiences in classrooms.