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Analyzing Data and Drawing Conclusion on Teachers’ Beliefs

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From beliefs to dynamic affect systems in mathematics education

Part of the book series: Advances in Mathematics Education ((AME))

Abstract

This chapter discusses two major methodological issues in studying teachers’ beliefs. The two issues are analyzing data on teachers’ beliefs and drawing conclusion on teachers’ beliefs. Furthermore, the authors use a cross-cultural study of teachers’ mathematics beliefs to illustrate the two issues. Suggestions are provided at the end of this chapter.

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Author information

Authors and Affiliations

  1. School of Mathematics and Software Science, Sichuan Normal University, Chengdu, China

    Qian Chen

  2. Faculty of Education, The University of Hong Kong, Hong Kong, SAR, China

    Frederick Koon Shing Leung

Authors
  1. Qian Chen
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  2. Frederick Koon Shing Leung
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Corresponding author

Correspondence to Qian Chen .

Editor information

Editors and Affiliations

  1. Sør-Trøndelag University College, Trondheim, Norway

    Birgit Pepin

  2. Professional School of Education Department of Mathematics, Humboldt-Universität zu Berlin, Berlin, Germany

    Bettina Roesken-Winter

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Chen, Q., Leung, F.K.S. (2015). Analyzing Data and Drawing Conclusion on Teachers’ Beliefs. In: Pepin, B., Roesken-Winter, B. (eds) From beliefs to dynamic affect systems in mathematics education. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-06808-4_14

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