Titlebook: Beliefs: A Hidden Variable in Mathematics Education?; Gilah C. Leder,Erkki Pehkonen,Günter Törner Book 2002 Springer Science+Business Medi

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Rethinking Characterizations of Beliefsssues on which there was agreement and disagreement and conjecture what lies behind the differences. As a final step we make some suggestions relating to characterization of the term belief and ways of dealing with it in future research.

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Mathematical Beliefs — A Search for a Common Ground: Some Theoretical Considerations on Structuring s description of the term “belief systems” allowing clustering of individual beliefs into a system across each of the four components. Furthermore, it makes sense to distinguish between global beliefs, domain-specific beliefs and subject-matter beliefs. The question immediately arises as to what int

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A Four Year Follow-Up Study of Teachers’ Beliefs After Participating in a Teacher Enhancement Projec their change process: collaboration, colleagues in the project, and modeling of thinking and behaviors advocated. Three factors were believed by both groups to have had very little effect or actually hindered their change: the principal or school administration, colleagues in their school, and thei

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“The Answer is Really 4.5”: Beliefs About Word Problemsl beliefs about the nature of mathematics and its relation to the real world. Moreover, beliefs about word problems shaped by classroom culture are embedded within the nested and interacting contexts of school culture, the educational system, and society in general. We argue for the reconceptualizat

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Beliefs: A Hidden Variable in Mathematics Education?

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Framing Students’ Mathematics-Related Beliefsl a lack of clarity from a conceptual viewpoint. In this chapter we present a literature review of available categorizations or models of students’ beliefs related to mathematics learning and problem solving. These reveal that although they all cover a broad spectrum of relevant beliefs, there appea