The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
The Knowledge, Beliefs and Attitudes of the Mathematics Teacher: a model
Abstract
Official pressure for reforms in the teaching of mathematics overlooks a key factor: the psychological foundations of the practice of teaching mathematics, including the teacher's knowledge, beliefs and attitudes. Research on teaching and teacher education also under‐emphasises this area, which Shulman terms the ‘missing program’ in research on teacher cognitions. The present paper addresses this lack by proposing an analytic model of the different types of knowledge, beliefs and attitudes of the mathematics teacher, and their relationship with practice. Of particular note is the importance accorded to the teacher's practical knowledge of the teaching of mathematics (both pedagogical and curricular knowledge), knowledge of classroom organisation, and knowledge of the school context. Also notable is the importance ascribed to the teacher's beliefs concerning the nature of mathematics, and concerning the processes of teaching and learning mathematics. The model has implications for teacher education, and these are discussed at the end of the paper.
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Citations
Cites
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
Research on Teachers' Pedagogical Thoughts, Judgments, Decisions, and Behavior
Shavelson, R. J., & Stern, P. (1981) · Review of Educational Research · doi:10.3102/00346543051004455 · Cited by 1,113
Cited by
Teachers' beliefs and educational research: cleaning up a messy construct
Pajares, M. F. (1992) · Review of Educational Research · doi:10.3102/00346543062003307 · Cited by 9,007
Implication of Research on Teacher Belief
Kagan, D. M. (1992) · Educational Psychologist · doi:10.1207/s15326985ep2701_6 · Cited by 1,873
Zhang, B., Krajcik, J. S., Sutherland, L. M., Wang, L., Wu, J., & Qian, Y. (2005) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-005-1517-8 · Cited by 43
Exploring change in preservice teachers' beliefs about English Language Learning and teaching
(2016) · DOAJ (DOAJ: Directory of Open Access Journals) · doi:10.30466/ijltr.2016.20352 · Cited by 26
Learning mathematics for teaching in the student teaching experience: two contrasting cases
Peterson, B. E., & Williams, S. R. (2008) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-008-9085-9 · Cited by 25
Metadata
- Authors
- Ernest, P.
- Venue
- Journal of Education for Teaching
- Publisher
- Informa UK Limited
- Published
- 1989-01
- Volume
- 15
- Issue
- 1
- Pages
- 13-33
- ISSN
- 0260-7476 (ISSN-L)
- 1360-0540
- OpenAlex
- W2057277196
- Cited by
- 759
- References
- 3
- FWCI
- 17.61
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
