id: 06580997
dt: a
an: 2016c.00151
au: Haapasalo, Lenni; Zimmermann, Bernd
ti: Investigating mathematical beliefs by using a framework from the history of
mathematics.
so: Bernack-Schüler, Carola (ed.) et al., Views and beliefs in mathematics
education. Results of the 19th MAVI conference, Freiburg, Germany,
September 25‒28, 2013. Wiesbaden: Springer Spektrum (ISBN
978-3-658-09613-7/pbk; 978-3-658-09614-4/ebook). Freiburger Empirische
Forschung in der Mathematikdidaktik, 197-211 (2015).
py: 2015
pu: Wiesbaden: Springer Spektrum
la: EN
cc: C29 U70
ut: teachers’ beliefs; pre-service teachers; influence of calculators
ci:
li: doi:10.1007/978-3-658-09614-4_16
ab: Summary: In the theoretical part of the article a framework of eight
activities and motives is sketched (calculate, apply, construct, argue,
order, find, play, evaluate), which proved to be successful along the
history of mathematics. Furthermore, some arguments are presented and
discussed why this framework is useful for studying mathematical
beliefs. The empirical part is about two case studies using this
network carried out in Joensuu (FIN) and Jena (GER). The goal of the
first study was to compare mathematical beliefs of student mathematics
teachers in Finland and Germany. The second part is about the influence
of using a handheld calculator on the belief of a pupil. The first
study reveals that neither in Finland nor in Germany the school
mathematics seems to give much support for these activities, in Finland
university mathematics even less. The only exception is calculating,
for which the both institutions seem to give overdose. On the other
hand, the finding of the second study that voluntary playing with
progressive technology, even during a short period of time, might shift
mathematical beliefs in a positive way.
rv: