Mathematics teachers' beliefs about teaching and learning mathematics and constraints influencing their teaching practice

Author(s)

Publication date

2009

Publisher

Sense Publishers

Document type

Abstract

In my doctoral work I studied three mathematics teachers in lower secondary school in Norway and how they interpreted a curriculum reform, L97 (Kleve, 2007). This was an ethnographic study which included methods as focus groups, conversations with teachers, teachers’ self estimations and classroom observations. In this paper I point out constraints influencing mathematics teachers’ teaching practice and discuss the relation between the three teachers’ beliefs about teaching and learning mathematics and their teaching practices relating to the research literature more widely. Finally I emphasise the importance of identifying such constraints.

Keywords

Version

Postprint-version of published article

Permanent URL (for citation purposes)

  • http://hdl.handle.net/10642/301