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Cited by 759

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

Ernest, Paul·1989·Journal of Education for Teaching
DOI 10.1080/0260747890150102
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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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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
DOI
10.1080/0260747890150102
OpenAlex
W2057277196
Cited by
759
References
3
FWCI
17.61
Type
journal article
Language
en
Open access
closed

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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.