Document Type
Article
Source of Publication
International Journal on Emerging Mathematics Education
Publication Date
3-6-2019
Abstract
This paper aimed to discuss the meanings, dimensions, and categories of teacher beliefs about teaching and learning mathematics. I reviewed the relevant literature about teacher beliefs in general, beliefs about mathematics, and beliefs about mathematics teaching and learning in particular. Based on the review of the literature, I outlined the meanings of teacher beliefs and conceptualized three dimensions of teacher beliefs "“ affective dimension, cognitive dimension, and pedagogical dimension. Then, I discussed three viewpoints to observe teacher beliefs "“ relational, institutional, and praxis lenses. I utilized these lenses to categorize belief constructs into three classes of beliefs about mathematics, teaching mathematics, and learning mathematics. These classes' included-instrumentalist, constructivist, and integral beliefs. I addressed the pedagogical implications of these categorical beliefs in the end.
DOI Link
ISSN
Publisher
Universitas Ahmad Dahlan
Volume
3
Last Page
26
Disciplines
Education | Mathematics
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Belbase, Shashidhar, "Meanings, Dimensions, and Categories of Mathematics Teacher Beliefs: A Navigation through the Literature" (2019). All Works. 2345.
https://zuscholars.zu.ac.ae/works/2345
Indexed in Scopus
no
Open Access
yes
Open Access Type
Gold: This publication is openly available in an open access journal/series