This paper examines the nature and role of teachers’ mathematical beliefs in instruction. It is argued that teachers’ mathematical beliefs can be categorised in multiple dimensions. These beliefs are said to originate from previous traditional learning experiences mainly during schooling. Once acquired, teachers’ beliefs are eventually reproduced in classroom instruction. It is also argued that, due to their conservative nature, educational environments foster and reinforce the development of traditional instructional beliefs. Although there is evidence that teachers’ beliefs influence their instructional behaviour, the nature of the relationship is complex and mediated by external factors.
About the Author:
Boris Handal has taught and lectured in schools and universities in Australia, Latin America and Asia. He has written extensively on academic issues in academic journals in the United States, United Kingdom, Australia, Latin America, and South East Asia. Boris obtained his Bachelors of Education from the Higher Pedagogical Institute of Peru, a Masters of Education from Edith Cowan University and his Doctorate of Education from the University of Sydney. In addition he has a postgraduate degree in educational technology from Melbourne University.
Last modified: 30 July 2012.
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