Kim Beswick

TL;DR: In this paper, the authors present case studies of two secondary mathematics teachers, one experienced and the other relatively new to teaching, and consider their beliefs about the nature of mathematics, as a discipline and as a school subject.

TL;DR: This paper examined the connection between the beliefs of secondary mathematics teachers and their classroom practices and found some consistency between broad relatively decontextualised teacher beliefs and student perceptions considered at the whole class level.

Abstract: This paper reports the findings of a study that sought to identify particular centrally held beliefs of secondary mathematics teachers that underpinned the establishment of classroom environments that were consistent with the principles of constructivism The nine crucial beliefs identified were held by one or other of two teachers and emerged from teacher and student surveys, interviews with the teachers and classroom observations As is the case with all beliefs, these beliefs were contextually bound but since the contexts in which they applied were broader than particular classrooms it is argued that they may be generalisable to other contexts and even predictive of teachers likely to create similar classroom environments

TL;DR: In this article, the authors surveyed teachers in a bachelor of education (primary and ECE) program about their beliefs and attitudes toward mathematics and its teaching and learning, at the beginning of their first mathematics curriculum unit and again at the end of their second mathematics education unit.

TL;DR: This article used a teacher profiling instrument with 62 middle school teachers at the start of a 3-year professional learning program to assess the aspects of teachers' knowledge identified by Shulman (1987) refined by Ball et al. (2008) and extended to include teachers' confidence to use and teach various topics in the middle school mathematics curriculum and their beliefs about mathematics teaching and learning.