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Domain Specificity of Mathematics Teachers’ Beliefs and Goals

  • Andreas Eichler
  • Angela SchmitzEmail author
Chapter

Abstract

In this paper we investigate whether secondary teachers’ beliefs and goals regarding the use of visualisation for the learning and teaching of mathematics differ between different mathematical domains. We investigate this issue based on the following domains: fractions, algebra, functions and calculus. The results are part of a qualitative interview study with five secondary teachers. The findings imply the hypothesis that teachers’ beliefs and goals regarding the use of visualisation are consistent for different mathematical domains. The findings are discussed in the context of the more general question to which extent teachers’ beliefs and goals regarding overarching mathematics related processes differ between different mathematical domains.

Keywords

Visualisation Beliefs Goals Mathematics Secondary teachers Fractions Algebra Functions Calculus Domain specific 

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Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.University KasselKasselGermany
  2. 2.TH Köln—University of Applied SciencesCologneGermany

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