%0 Journal Article %1 schwartz1994rbt %A Schwartz, JE %A Riedesel, C.A. %D 1994 %J Annual Meeting of the American Association of Colleges for Teacher Education, Chicago, USA, February %K beliefs knowledge %P 16--19 %T The relationship between teachers’ knowledge and beliefs and the teaching of elementary mathematics %U http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/25/12/c8.pdf %X This study was conducted to explore the relationship between elementary school teachers' professed teaching practice and their beliefs about and understanding of elementary mathematics. The Curriculum and Evaluation Standards for School Mathematics, published by the National Council of Teachers of Mathematics (1989) was used as the criterion for teaching practice. The Teaching Policy Assessment, consisting of 10 vignettes illustrating contrasting teaching models, was administered to 140 practicing and preservice teachers to determine how likely they were to teach in ways consistent with the standards. Pedagogical beliefs were measured by Peterson's Belief Scales (1989), and mathematics understanding was measured by Riedesel and Callahan's (1977) elementary mathematics tests for teachers. Multiple regression analysis revealed that beliefs made a significant contribution to the model, that mathematics understanding made no direct contribution; and that the beliefs-by-mathematics-understanding interaction contributed significantly. Teachers who report teaching in ways that are consistent with the standards believe that children construct knowledge, that problem-solving is a context for learning computation skills rather than a culminating experience, and that children's natural development should determine the sequence of topics in elementary mathematics instruction. The beliefs-by-mathematics-understanding interaction indicates that greater mathematical understanding may enhance the influence of this type of belief. (LL)

@article{schwartz1994rbt, abstract = {This study was conducted to explore the relationship between elementary school teachers' professed teaching practice and their beliefs about and understanding of elementary mathematics. The Curriculum and Evaluation Standards for School Mathematics, published by the National Council of Teachers of Mathematics (1989) was used as the criterion for teaching practice. The Teaching Policy Assessment, consisting of 10 vignettes illustrating contrasting teaching models, was administered to 140 practicing and preservice teachers to determine how likely they were to teach in ways consistent with the standards. Pedagogical beliefs were measured by Peterson's Belief Scales (1989), and mathematics understanding was measured by Riedesel and Callahan's (1977) elementary mathematics tests for teachers. Multiple regression analysis revealed that beliefs made a significant contribution to the model, that mathematics understanding made no direct contribution; and that the beliefs-by-mathematics-understanding interaction contributed significantly. Teachers who report teaching in ways that are consistent with the standards believe that children construct knowledge, that problem-solving is a context for learning computation skills rather than a culminating experience, and that children's natural development should determine the sequence of topics in elementary mathematics instruction. The beliefs-by-mathematics-understanding interaction indicates that greater mathematical understanding may enhance the influence of this type of belief. (LL)}, added-at = {2007-03-30T20:52:39.000+0200}, author = {Schwartz, JE and Riedesel, C.A.}, biburl = {https://www.bibsonomy.org/bibtex/2a053e7056ccc94c67f116cef507629d9/rmosvold}, interhash = {3b74cf5eca4f8158025ec33f6980771d}, intrahash = {a053e7056ccc94c67f116cef507629d9}, journal = {Annual Meeting of the American Association of Colleges for Teacher Education, Chicago, USA, February}, keywords = {beliefs knowledge}, pages = {16--19}, timestamp = {2007-03-30T20:52:39.000+0200}, title = {The relationship between teachers’ knowledge and beliefs and the teaching of elementary mathematics}, url = {http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/25/12/c8.pdf}, year = 1994 }