The Interplay Between the Beliefs and the Knowledge of Mathematics Teachers

Ove Gunnar Drageset

Abstract


There is considerable research on teachers’ beliefs and teachers’ knowledge, but little
empirical evidence exists as to the interplay between them. This article reports a
study of 356 Norwegian teachers who answered a questionnaire and a multiplechoice
test. Based on this study, the connections between two knowledge constructs
and two beliefs constructs are examined. The findings demonstrate how different
emphases on rules and reasoning are connected to different aspects of mathematical
knowledge.

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