id: 06145537
dt: j
an: 2013b.00191
au: Perrin, John Robert
ti: Middle-school mathematics teachers’ beliefs in NCTM’s vision.
so: Sch. Sci. Math. 112, No. 8, 466-475 (2012).
py: 2012
pu: Wiley, Hoboken, NJ; School Science and Mathematics Association (SSMA),
    Stillwater, OK
la: EN
cc: C29 B73 D33
ut: middle school teachers; secondary school mathematics; national standards;
    grade 7; grade 8; teacher attitudes; gender differences; teacher
    certification; knowledge base for teaching; middle schools
ci: 
li: doi:10.1111/j.1949-8594.2012.00169.x
ab: Summary: This study examined the extent to which seventh- and eighth-grade
    mathematics teachers are aware of National Council of Teachers of
    Mathematics (NCTM) standards documents, Curriculum and evaluation
    standards for school mathematics [Reston, VA: NCTM (1996, ME
    1996f.03595)] and Principles and standards for school mathematics
    [Reston, VA: NCTM (2000)] and agree with NCTM’s vision of school
    mathematics as expressed in these documents. Quantitative data were
    collected through the mathematics standards belief survey (MSBS), a
    survey specifically designed to measure teachers’ overall belief in
    NCTM’s vision as well as in certain philosophical tenets of NCTM. Of
    the 82 seventh- and eighth-grade mathematics teachers in the identified
    school district of Nevada, 73 (89.0\%) participated in this study. The
    data revealed that, among seventh- and eighth-grade mathematics
    teachers, secondary-certified teachers had significantly higher MSBS
    scores than elementary-certified teachers. A number of other findings
    were made, including significant differences among mean belief scores
    in the philosophical tenets of NCTM.
rv: