The Mathematics Teacher’s Beliefs about Mathematics Knowledge and Its Teaching: A Case Study
Journal Name:
- The International Journal of Research in Teacher Education
Key Words:
Abstract (2. Language):
The aim of this study is to present the insights of the mathematics teachers beliefs’ on
mathematical knowledge, and its teaching and learning. The case study method is used in this study.
tThe study pursued along with the participation of one secondary mathematics teacher in the fall
semester of 2007-2008 instruction year in Trabzon providence. The interviews realized during
approximately 45 minutes with the interwiewee for the four times. In the interviews, three data
collection forms were used as the data collection tool. These are: a) Semi-structured interview form,
b) Hypothetical situations called “episodes” as a means to initiate responses from the informant, c)
Documents that are including pictures reflecting different classroom settings and about the nature of
mathematical knowledge. By using Magolda’s Epistemological Reflection Model, the data obtained
were analyzed descriptively in a qualitative manner. Besides holding some strict beliefs on nature of
mathematical knowledge, evaluation, and mathematical teaching, participant have some flexible
beliefs about mathematics and its teaching,in addition, it was concluded that participant open to
some new perceptions. However, we believe that by conducting similar studies with larger samples
it might be possible to contribute to teacher training researches in our country. 