The Beliefs-Practice Connection in Broadly Defined ContextsReport as inadecuate

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Mathematics Education Research Journal, v17 n2 p39-68 2005

The findings of a study that examined the connection between the beliefs of secondary mathematics teachers and their classroom practices are reported in this article. Classroom practice was defined in terms of the extent to which classroom environments could be characterised as constructivist. Cluster analysis was used to group teachers according to their responses to a beliefs instrument and to group their classes according to their average responses to a classroom environment survey. Associations between the two sets of clusters were found, suggesting some consistency between broad relatively decontextualised teacher beliefs and student perceptions considered at the whole class level. (Contains 8 tables and 1 figure.)

Descriptors: Beliefs, Secondary School Mathematics, Mathematics Teachers, Educational Practices, Teaching Methods, Classroom Environment, Multivariate Analysis, Surveys, Student Attitudes, Constructivism (Learning), Reliability

Mathematics Education Research Group of Australasia. MERGA-GPO Box 2747, Adelaide, South Australia 5001, Australia. Web Site:

Author: Beswick, Kim


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