Influencing Teachers’ Beliefs About Teaching Mathematics for Numeracy to Students with Mathematics Learning Difficulties

Kim Beswick

Abstract


This paper reports on the beliefs of a group of K-8 mathematics teachers about
appropriate goals and methods of mathematics teaching for students with
mathematics learning difficulties and for students generally. The teachers were
involved in a brief professional learning program that aimed to provide them with
effective strategies for mathematics teaching for numeracy, and to influence their
relevant beliefs towards a more inclusive view of mathematics teaching. The
questionnaire used in the study revealed differences between teachers’ beliefs in
relation to students generally and those with mathematics learning difficulties, and
provided evidence that carefully designed professional learning may be able to
reduce these differences.

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