Abstract
This paper reports on an investigation of teacher beliefs concerning the nature of mathematics and the learning and teaching of mathematics. The focus is on the espoused beliefs of 40 Head Mathematics Teachers in Australian secondary schools. These beliefs are compared with the espoused beliefs of classroom mathematics teachers in the same schools and with recent mathematics education reform documents from Australia and USA. A confirmatory factor analysis of responses from a specifically constructed survey identified two factors (child-centredness and transmission) which form the basis for the comparative analysis. Interviews with eight of the Head Mathematics Teachers who responded to the survey provide further detail for these comparisons. The ramifications of the similarities and differences in espoused beliefs of the different groups of teachers and the reform documents are discussed.
Similar content being viewed by others
References
Anderson, J. (1996). Some beliefs and perceptions of problem solving. In P. C. Clarkson (Ed.),Technology in mathematics education (Proceedings of the 19th annual conference of the Mathematics Education Research Group of Australasia, pp. 30–37). Melbourne: MERGA.
Australian Education Council (1991).A national statement on mathematics for Australian schools. Melbourne: Curriculum Corporation.
Australian Education Council (1994).Mathematics: A curriculum profile for Australian schools. Melbourne: Curriculum Corporation.
Barnett, C., & Sather, S. (1992, May). Using case discussions to promote changes in beliefs among mathematics teachers. Paper presented at the annual meeting of the American Educational Research Association Conference, San Francisco.
Baroody, A. (1987).Children’s mathematical thinking. New York: Teachers College Press.
Battista, M. T. (1994). Teacher beliefs and the reform movement in mathematics education.Phi Delta Kappan, 75, 462–470.
Bishop, A., & Clarkson, P. (1998). What values do you think you are teaching when you teach mathematics? In J. Gough & J. Mousley (Eds.),Mathematics: Exploring all angles (Proceeedings of the 35th annual conference of the Mathematical Association of Victoria, pp. 30–38). Melbourne: MAV.
Cobb, P., & Bauersfeld, H. (1995).The emergence of mathematical meaning: Interaction in classroom cultures. Hillsdale, NJ: Lawrence Erlbaum.
Franke, M. (1988). Problem solving and mathematical beliefs.Arithmetic Teacher, 35(5), 32–34.
Garofalo, J. (1989). Beliefs and their influence on mathematical performance.Mathematics Teacher, 82, 502–505.
Haberman, M. (1994). The pedagogy of poverty versus good teaching. In E. Hatton (Ed.),Understanding teaching: Curriculum and the social context of schooling (pp. 17–25). Sydney: Harcourt Brace.
Hatfield, M. (1994). Use of manipulative devices: Elementary school cooperating teachers self-report.School Science and Mathematics, 94, 303–309.
Hatton, E. (1994). Social and cultural influences on teaching. In E. Hatton (Ed.),Understanding teaching: Curriculum and the social context of schooling (pp. 3–16). Sydney: Harcourt Brace.
Howard, P., Perry, B., & Lindsay, M. (1997). Secondary mathematics teacher beliefs about the learning and teaching of mathematics. In F. Biddulph & K. Carr (Eds.),People in mathematics education (Proceedings of the 20th annual conference of the Mathematics Education Research Group of Australasia, pp. 231–238). Rotorua, NZ: MERGA.
Kuhs, T. M., & Ball, D. L. (1986).Approaches to teaching mathematics: Mapping the domains of knowledge, skills, and dispositions. East Lansing: Michigan State University, Center on Teacher Education.
Lubinski, C., Thornton, C., Heyl, S., & Klass, P. (1994). Levels of introspection in mathematical instruction.Mathematics Education Research Journal, 6, 113–130.
McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grouws (Ed.),Handbook of research on mathematics teaching and learning (pp. 575–596). New York: Macmillan.
Milford, J. (1998). Head teacher influence on classroom teachers’ use of student-centred strategies.Reflections, 23(3), 21–23.
Mumme, J., & Weissglass, J. (1991). Improving mathematics education through school-based change.Issues in Mathematics Education Offprint, American Mathematical Society and Mathematical Association of America.
National Council of Teachers of Mathematics (1989).Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
National Council of Teachers of Mathematics (1995).Assessment standards for school mathematics. Reston, VA: Author.
National Council of Teachers of Mathematics (1998).Principles and standards for school mathematics: Discussion draft. Reston, VA: Author.
National Research Council (1989).Everybody counts: A report to the nation on the future of mathematics education. Washington, DC: National Academy Press.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct.Review of Educational Research, 62, 307–322.
Perry, B., & Howard, P. (1994). Manipulatives: Constraints on construction? In G. Bell, B. Wright, N. Leeson, & J. Geake (Eds.),Challenges in mathematics education (Proceedings of the 17th annual conference of the Mathematics Education Research Group of Australasia, pp. 487–496). Lismore, NSW: MERGA.
Perry, B., Howard, P., & Conroy, J. (1996). K-6 teacher beliefs about the learning and teaching of mathematics. In P. C. Clarkson (Ed.),Technology in Mathematics Education (Proceedings of the 19th annual conference of the Mathematics Education Research Group of Australasia, pp. 453–460). Melbourne: MERGA.
Perry, B., Tracey, D., & Howard, P. (1998). Elementary school teacher beliefs about the learning and teaching of mathematics. In H. S. Park, Y. H. Choe, H. Shin, & S. H. Kim (Eds.),Proceedings of the first conference of the ICMI East Asian Regional Committee on Mathematical Education (Vol. 2, pp. 485–498). Chungbuk, Korea: Korea Society of Mathematical Education.
Relich, J. (1995). Gender, self-concept and teachers of mathematics: Effects of attitudes to teaching and learning.Educational Studies in Mathematics, 30, 179–197.
Sosniak, L. A., Ethington, C. A., & Varelas, M. (1991). Teaching mathematics without a coherent point of view: Findings from the IEA Second International Mathematics Study.Journal of Curriculum Studies, 23, 119–131.
Stipek, D. J., & Byler, P. (1997). Early childhood education teachers: Do they practice what they preach?Early Childhood Research Quarterly, 12, 305–325.
Thompson, A. G. (1992). Teachers’ beliefs and conceptions: a synthesis of the research. In D. A. Grouws (Ed.),Handbook of research on mathematics teaching and learning (pp. 127–146). New York: Macmillan.
Tracey, D., Perry, B., & Howard, P. (1998). Teacher beliefs about the learning and teaching of mathematics: Some comparisons. In C. Kanes, M. Goos, & E. Warren (Eds.),Teaching mathematics in new times (Proceedings of the 21st annual conference of the Mathematics Education Research Group of Australasia, pp. 613–620). Gold Coast, QLD: MERGA.
Van Zoest, L. R., Jones, G. A., & Thornton, C. A (1994). Beliefs about mathematics teaching held by pre-service teachers involved in a first grade mentorship program.Mathematics Education Research Journal, 6, 37–55.
Weissglass, J. (1991). Teachers have feelings: What can we do about it?Journal of Staff Development, 12(1), 28–33.
Wood, T., Cobb, P. & Yackel, E. (1992). Change in learning mathematics: Change in teaching mathematics. In H. Marshal (Ed.),Redefining student learning: Roots of educational change (pp. 177–205). Norwood, NJ: Ablex.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Perry, B., Tracey, D. & Howard, P. Head mathematics teachers’ beliefs about the learning and teaching of mathematics. Math Ed Res J 11, 39–53 (1999). https://doi.org/10.1007/BF03217349
Issue Date:
DOI: https://doi.org/10.1007/BF03217349