Mathematics Teaching and Mathematics Teachers: A Meta-Case Study
ARTICLE
Celia Hoyles
For the Learning of Mathematics Volume 12, Number 3,
Abstract
Presents a theoretical framework for mathematics teaching research based on a content analysis of Psychology of Mathematics Education proceedings since 1979 and a selection of work outside mathematics education. Discusses the relationship between teachers' beliefs and teacher practice, the relationship between teachers' beliefs and innovation, and the effects of situations on beliefs-in-practice. (104 references) (MDH)
Citation
Hoyles, C. (1992). Mathematics Teaching and Mathematics Teachers: A Meta-Case Study. For the Learning of Mathematics, 12(3), 32-44. Retrieved August 11, 2024 from https://www.learntechlib.org/p/146995/.
This record was imported from
ERIC on March 21, 2014. [Original Record]
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
Conditions Influencing Mathematics Teachers´ Uptake of Digital Tools – a Systematic Literature Review
Marie Utterberg, Johan Lundin & Berner Lindström, University of Gothenburg, Sweden
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2016–2029
-
Developing Technology-Mediated Entries into Hidden Mathematics Curriculum as a Vehicle for “Good Learning” by Elementary Pre-Teachers
Sergei Abramovich & Peter Brouwer, State University of New York College at Potsdam, United States
Journal of Computers in Mathematics and Science Teaching Vol. 23, No. 3 (2004) pp. 299–322
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
