id: 06434158
dt: a
an: 2015c.00106
au: Erens, Ralf; Eichler, Andreas
ti: On the structure of secondary high-school teachers’ belief systems on
calculus.
so: Oesterle, Susan (ed.) et al., Proceedings of the 38th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics education at the edge", PME 38 held jointly with the
36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol.
3. [s. l.]: International Group for the Psychology of Mathematics
Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 25-32
(2014).
py: 2014
pu: [s. l.]: International Group for the Psychology of Mathematics Education
la: EN
cc: C29 I10
ut: teachers’ beliefs; belief systems; calculus; teaching; classroom practice
ci:
li:
ab: Summary: A teacher’s instructional planning that is enacted in his
classroom practice and that potentially impact on his students’
knowledge and beliefs could be understood as an individual belief
system dependent from his actual teaching and learning experience.
Individual belief systems might be contradictory when we regard
different teachers or one teacher concerning different mathematical
disciplines. For this reason, this report focuses on thirty teachers’
beliefs about their teaching of a specific mathematical domain, i.e.
calculus that is a central part of the (German) curriculum at upper
secondary level. After a brief outline of the theoretical framework and
methodology of this research project, results of the qualitative
reconstruction of different aspects of teachers’ belief systems on
calculus will be explained.
rv: