Titlebook: Views and Beliefs in Mathematics Education; Results of the 19th Carola Bernack-Schüler,Ralf Erens,Andreas Eichler Book 2015 Springer Fachm

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,Chilean and Finnish Teachers’ Conceptions on Mathematics Teaching,project where they learned about and used open-ended problems to teach mathematics. The data indicates that during the project the teachers increased their pedagogical content knowledge, subject matter knowledge and motivational components. Teachers claim they give more room for pupils‘ ideas and re

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,Preschool Teachers’ Conceptions about Mathematics,he preschool teachers are positive towards mathematics. When describing what mathematics is at preschool level, most teachers lists mathematical products such as mathematical concepts and procedures in arithmetic and geometry.

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,Teachers’ Beliefs Systems Referring to the Teaching and Learning of Arithmetic,aching and learning of arithmetic. Firstly, we discuss the theoretical framework of our research and outline the method. Afterwards we discuss findings of our research in three separate sections. We discuss the identification of central beliefs referring to one teacher. Further we derive findings re

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,We Think so, Me and My Mom – Considering External Participation inside Teacher Training, external participation will be illustrated by the case of Evie, a student teacher. Two conceptual frameworks have been used, System Functional Linguistics and Patterns of Participation. The first has been used as a methodological tool and the second as an analytical tool. The results show that Evie

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,The Use of Technology in Calculus Classrooms – Beliefs of High School Teachers,ion to graphing and computer-algebra technology. First the theoretical framework and methodology is outlined. Afterwards the focus lies on studying these teachers´ beliefs with a particular concern to the teachers´ intended calculus teaching in technology-based secondary mathematics courses and the

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,Mathematics Student Teachers’ Metaphors for Technology in Teaching Mathematics,. This study sought to investigate mathematics student teachers’ metaphors for technology in teaching mathematics. Based on metaphor theory and two theories of technology, the author analyzed 60 student teachers’ metaphors for technology. The findings reveal that student teachers’ views of using tec

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A Study of Mathematics Teachers Conceptions of Their Own Knowledge of Technological Pedagogical Conlogical Pedagogical Content Knowledge (TPACK) framework. The results indicated that teachers expressed that they had a high level of knowledge in terms of pedagogy and content and the combination of these, but the knowledge level was lower in terms of technology such as software installation or trou