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A Contribution to the Relation Between Teachers’ Professed and Enacted Beliefs

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Teaching and Learning in Maths Classrooms

Part of the book series: Research in Mathematics Education ((RME))

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Abstract

In this paper we define principles of an approach to investigate the relationship between mathematics teachers’ professed and enacted beliefs. Based on these principles we analysed the belief systems of two primary teachers and, further, observed these teachers in each six lessons. Our results show that particularly the teachers’ main beliefs explain mostly these teachers’ classroom practices while minor episodes of the classroom practices could be explained by peripheral beliefs.

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Author information

Authors and Affiliations

  1. University Kassel, Kassel, Germany

    Andreas Eichler

  2. University of Education Freiburg, Freiburg im Breisgau, Germany

    Katinka Bräunling & Hanna Männer

Authors
  1. Andreas Eichler
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  2. Katinka Bräunling
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  3. Hanna Männer
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Corresponding author

Correspondence to Andreas Eichler .

Editor information

Editors and Affiliations

  1. Dipartimento di Matematica, Politecnico di Milano, Milano, Italy

    Chiara Andrà

  2. Dipartimento di Matematica, Politecnico di Milano, Milano, Italy

    Domenico Brunetto

  3. School of Education, Tel Aviv University, Tel Aviv, Israel

    Esther Levenson

  4. Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada

    Peter Liljedahl

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Eichler, A., Bräunling, K., Männer, H. (2017). A Contribution to the Relation Between Teachers’ Professed and Enacted Beliefs. In: Andrà, C., Brunetto, D., Levenson, E., Liljedahl, P. (eds) Teaching and Learning in Maths Classrooms. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-49232-2_9

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  • DOI: https://doi.org/10.1007/978-3-319-49232-2_9

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-49231-5

  • Online ISBN: 978-3-319-49232-2

  • eBook Packages: EducationEducation (R0)

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