Lomas, L. & Clarke, DM. (2016). Changes in teachers' knowledge and beliefs about mathematics and mathematics teaching: A case study. B. White, M. Chinnappan, S. Trenholm. Opening Up Mathematics Education: Research Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia 389-396. Australia: Mathematics Education Research Group of Australasia.
As teaching is a cultural activity embedded in a unique context, professional development opportunities for teachers may be best placed amid the relevance of everyday classroom practice, and supported by an innovative curriculum. This progress paper reports on data collected as part of doctoral research studying the changes in mathematical knowledge and beliefs of three year 5/6 teachers as they implemented a four-week, innovative curriculum unit. Early analysis of the case of Year 5 teacher Mark pointed to reflection on the pivotal influence of teachers’ stated and inferred beliefs about mathematics and mathematics teaching on classroom practice, and the vagaries of didactic contracts in a change environment.
Access may be restricted.