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Capturing how students’ abilities and teaching experiences affect teachers’ beliefs about mathematics teaching and learning

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Measuring Teachers’ Beliefs Quantitatively

Part of the book series: Kölner Beiträge zur Didaktik der Mathematik ((KBDM))

Abstract

We developed an instrument to investigate the effect of students’ abil-ities and teaching experiences on teachers’ beliefs about teaching and learning of mathematics. In this pilot study, we use the instrument to measure the beliefs of 43 Indonesian math teachers and five additional teachers. Then, for further inves-tigation, we interview those five additional teachers. Results from the 43 teachers’ responses to the instrument show that in contrast to teachers with less than five years of teaching, teachers with more than five years elicit significantly different beliefs about mathematics teaching and learning in different contexts related to students’ abilities. Teachers’ reports in the further investigation indicate that teaching experiences with high and low ability students in teaching mathematics could be a possible explanation of this contrast.

The version of this article in this book is the accepted version (accepted for publication in Teaching Mathematics and Computer Science (TMCS) journal)

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  1. Cologne, Germany

    Safrudiannur

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Safrudiannur (2020). Capturing how students’ abilities and teaching experiences affect teachers’ beliefs about mathematics teaching and learning. In: Measuring Teachers’ Beliefs Quantitatively. Kölner Beiträge zur Didaktik der Mathematik. Springer Spektrum, Wiesbaden. https://doi.org/10.1007/978-3-658-30023-4_7

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  • DOI: https://doi.org/10.1007/978-3-658-30023-4_7

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  • Publisher Name: Springer Spektrum, Wiesbaden

  • Print ISBN: 978-3-658-30022-7

  • Online ISBN: 978-3-658-30023-4

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