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Beliefs and Norms in the Mathematics Classroom

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Beliefs: A Hidden Variable in Mathematics Education?

Part of the book series: Mathematics Education Library ((MELI,volume 31))

Abstract

The central purpose of this chapter is to demonstrate that by coordinating sociological and psychological perspectives we can explain how changes in beliefs might be initiated and fostered in mathematics classrooms. In particular, we examine: 1) the coordination of students’ beliefs about mathematical activity and classroom social norms and 2) the coordination of specifically mathematical beliefs and classroom sociomathematical norms. Examples from a university level differential equations class are used for purposes of clarification and illustration.

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Authors
  1. Erna Yackel
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  2. Chris Rasmussen
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Editor information

Editors and Affiliations

  1. La Trobe University, Australia

    Gilah C. Leder

  2. University of Turku, Finland

    Erkki Pehkonen

  3. University of Duisburg, Germany

    Günter Törner

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© 2002 Kluwer Academic Publishers

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Yackel, E., Rasmussen, C. (2002). Beliefs and Norms in the Mathematics Classroom. In: Leder, G.C., Pehkonen, E., Törner, G. (eds) Beliefs: A Hidden Variable in Mathematics Education?. Mathematics Education Library, vol 31. Springer, Dordrecht. https://doi.org/10.1007/0-306-47958-3_18

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  • DOI: https://doi.org/10.1007/0-306-47958-3_18

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-1-4020-1057-6

  • Online ISBN: 978-0-306-47958-8

  • eBook Packages: Springer Book Archive

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