Advertisement

STUDY ON LATVIAN MATHEMATICS TEACHERS’ ESPOUSED BELIEFS ABOUT TEACHING AND LEARNING AND REPORTED PRACTICES

  • Aļesja ŠapkovaEmail author
Article

ABSTRACT

The aim of the research was to compare espoused beliefs about teaching and learning and reported practices for the teachers of mathematics in Latvia. The sample consisted of 390 teachers of mathematics from different regions of Latvia. The present research is a part of an international comparative research within the NorBa project (Nordic–Baltic Comparative Research in Mathematics Education) that makes use of a quantitative questionnaire for mathematics teachers. The results show that the espoused beliefs of Latvian teachers of mathematics on efficient teaching tend more to a constructivist approach, whilst reported practices are more oriented to a traditional approach; yet, there exist statistically significant differences for teachers of different social and demographical groups. The research outcomes may be used for the improvement of teacher further education programmes.

KEY WORDS

constructivist approach espoused beliefs mathematics teachers reported practices traditional approach 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Aguirre, J. (2009). Teacher domain specific beliefs and their impact on mathematics education reform. In J. Maaβ & W. Schlöglmann (Eds.), Beliefs and attitudes in mathematics education: New research results (pp. 45–58). Rotterdam, the Netherlands: Sense.Google Scholar
  2. Ajzen, I. & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
  3. Alsup, J. & Sprigler, M. (2003). A comparison of traditional and reform mathematics curricula in an eighth grade classroom. Education, 123(4), 689–694.Google Scholar
  4. Argyris, C. & Schon, D. A. (1989). Participatory action research and action science compared: A commentary. American Behavioural Scientist, 32, 612–23.CrossRefGoogle Scholar
  5. Baker, C. (2006). Foundation of bilingual education and bilingualism (4th ed.). Clevedon: Multilingual Matters.Google Scholar
  6. Barber, M. & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey and Company.Google Scholar
  7. Bay, J., et al (1999). Student reactions to standards-based mathematics curricula: The interplay between curriculum, teachers, and students. School Science and Mathematics, 99(4), 182–187.CrossRefGoogle Scholar
  8. Beswick, K. (2005). It depends on the students: Influencing teacher beliefs about the ends and means of numeracy teaching. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce & A. Roche (Eds.), Building connections: Research, theory and practice. Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 137–144). Sydney: MERGA.Google Scholar
  9. Bingimals, K. & Hanrahan, M. (2010). The relationship between teachers’ beliefs and their practice: How the literature can inform science education reformer and researchers. In M. F. Tasar & G. Cakmakci (Eds.), Contemporary science education research: International perspectives (pp. 415–422). Ankara, Turkey: Pegem Akademy.Google Scholar
  10. Brown, D. F. & Rose, T. D. (1995). Self-reported classroom impact of teachers’ theories about learning and obstacles to implementation. Action in Teacher Education, 17, 20–29.CrossRefGoogle Scholar
  11. Carpenter, T., Franke, M., Jacobs, V. & Fennema, E. (1998). A longitudinal study of invention and understanding in children’s multidigit addition and subtraction. Journal for Research in Mathematics Education, 29(1), 3–20.CrossRefGoogle Scholar
  12. Chung, I. (2004). A comparative assessment of constructivist and traditionalist approaches to establishing mathematical connections in learning multiplication. Education, 125(2), 271–276.Google Scholar
  13. Clark, C. M. & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 255–296). New York, NY: Macmillan.Google Scholar
  14. Clarke, C. M. (1997). The changing role of the mathematics teacher. Journal for Research in Mathematics Education, 28(3), 278–308.CrossRefGoogle Scholar
  15. Cobb, P., Wood, T. Yackel, E. (1990). Classrooms as learning environment for teachers and researchers. In R.B. Davis, C.A. Maher, & N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics, (pp. 125–146). JRME Monograph No. 4. Reston, VA: NCTM.Google Scholar
  16. Desforges, C. & Cockburn, A. (1987). Understanding the Mathematics Teacher. Lewes: Falmer Press.Google Scholar
  17. Erickson, D. K. (1993). Middle school mathematics teachers’ view of mathematics and mathematics education, their planning and classroom instruction, and student beliefs and achievement. Proceedings of the Annual Conference of the American Educational Research Association. Atlanta, GA, ERIC Document Reproduction Service No. ED 364412.Google Scholar
  18. Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics teaching. The state of art (pp. 249–254). London: Falmer.Google Scholar
  19. Garc’a, E., Flores, B., Moll, L., Prieto, A. & Zucker, S. (1988). Effective schools for Hispanics. Santa Cruz: University of California.Google Scholar
  20. Geske, A., Grinfelds, A. & Kangro, A. (2003). International comparative educational research in Latvia: Current results and trends. Acta Pedagogica Vilnensia, 10, 67–84.Google Scholar
  21. Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12.CrossRefGoogle Scholar
  22. Handal, B. (2003). Teachers’ mathematical beliefs: A review. The Mathematics Educator, 13(2), 47–57.Google Scholar
  23. ISEC (2008). The National Programme of the European Union Structural Funds “Development and Improvement of Subject Curricula in Science, Technology, and Mathematics in Secondary Education” project “Curriculum Development and Teacher In-service Training in Science, Mathematics and Technology”. Riga: ISEC.Google Scholar
  24. Jennings, P. & Prawat, R. (1997). Students as context in mathematics reform: The story of two upper-elementary teachers. The Elementary School Journal, 97(3), 251–270.CrossRefGoogle Scholar
  25. Lāce, G. (2010). Latvijas pamatskolas matemātikas skolotāju kompetence matemātikas didaktikā. Retrieved 5 May 2011 from http://www.lu.lv/fileadmin/user_upload/lu_portal/zinas/kopsavilkums_latv_LaceG.pdf.
  26. Latvian National Standards (2006). Noteikumi par valsts standartu pamatizglītībā un pamatizglītības mācību priekšmetu standartiem. Retrieved from http://www.likumi.lv/doc.php?id=150407.
  27. Lepik, M. & Pipere, A. (2011). Baltic–Nordic comparative study on mathematics teachers’ beliefs. In Teaching mathematics: Retrospective and perspectives. 12th International Conference. Abstracts. Šiauliai: ŠUL.Google Scholar
  28. Liljedahl, P. (2009). Teachers’ insights into the relationship between beliefs and practice. In J. Maaβ & W. Schlöglmann (Eds.), Beliefs and attitudes in mathematics education: New research results (pp. 33–43). Rotterdam, the Netherlands: Sense Publishers.Google Scholar
  29. Ma, L. (1999). Knowing and teaching elementary mathematics. Teachers’ understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
  30. McMullen, M., Elicker, J., Goetze, G., Huang, H. H., Lee, S. M., Mathers, C., Wen, X. & Yang, H. Y. (2006). Using collaborative assessment to examine the relationship between self-reported beliefs and the documentable practices of preschool teachers. Early Childhood Education Journal, 34(1), 81–91.CrossRefGoogle Scholar
  31. Morrone, A., Harkness, S., Ambrosio, B. & Caulfield, R. (2004). Patterns of instructional discourse that promote the perception of mastery goals in a social constructivist mathematics course. Educational Studies in Mathematics, 56, 19–38.CrossRefGoogle Scholar
  32. Mortimore, P., Sammons, P., Stoll, L., Lewis, D. & Ecob, R. (1988). School matters. Wells: Open Books.Google Scholar
  33. Mourshed, M., Chijioke, C. & Barber, M. (2010). How the world’s most improved school systems keep getting better. London: McKinsey & Company.Google Scholar
  34. Mullis, I. V. S., Martin, M. O. & Foy, P. (2008). TIMSS 2007 International Mathematics Report: Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. Chestnut Hill, MA: Boston College.Google Scholar
  35. OECD. (2009). Creating effective teaching and learning environments: First results from TALIS. Paris: OECD Publishing.Google Scholar
  36. Pehkonen, E. (1994). Teachers’ and pupils’ beliefs in focus—Consequence of constructivism. In M. Ahtee & E. Pehkonen (Eds.), Constructivist viewpoints for school teaching and learning in mathematics and science (pp. 27–33). Helsinki: University of Helsinki.Google Scholar
  37. Pehkonen, E. (2003). Læreres og elevers oppfatninger som en skjult faktor i matematikk - undervisningen. In B. Grevholm (Ed.), Matematikk for skolen (pp. 154–181). Bergen: Fagbokforlaget.Google Scholar
  38. Perrin-Glorian, M. J., Deblois, L. & Robert, A. (2008). In K. Krainer & T. Wood (Eds.), Participants in mathematics teacher education: Individuals, teams, communities and networks (Vol. 3, pp. 35–59). Rotterdam: Sense.Google Scholar
  39. Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester Jr. (Ed.), Second handbook of research on mathematics teaching and learning (Vol. 1, pp. 257–315). Charlotte, NC: Information Age Publishing.Google Scholar
  40. Quinn, R. J. & Wilson, M. M. (1997). Writing in the mathematics classroom: Teacher beliefs and practices. The Clearing House, 71(1), 14–21.CrossRefGoogle Scholar
  41. Ravitz, J. L., Becker, H. J. & Wong, Y. T. (2000). Constructivist-compatible beliefs and practices among U.S. teachers (report no. 4). Irvine, CA: Teaching, Learning and Computing.Google Scholar
  42. Šapkova, A. (2011). Constructivist beliefs of Latvian mathematics teachers: Looking into future. Journal of Teacher Education for Sustainability, 13(1), 99–112.Google Scholar
  43. Šapkova, A. (2011b). Latvian mathematics teachers’ beliefs on effective teaching. International Journal for Mathematics Teaching and Learning. Retrieved from http://www.cimt.plymouth.ac.uk/journal/shapkova.pdf.
  44. Savasci-Acikalin, F. (2009). Teacher beliefs and practice in science education. Asia Pacific Forum on Science Learning and Teaching, 10(1), 1–14.Google Scholar
  45. Schoenfeld, A. H. (1983). Beyond the purely cognitive: Beliefs systems, social cognitions, and metacognitions as driving forces in intellectual performance. Cognitive Science, 7(4), 329–363.CrossRefGoogle Scholar
  46. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.CrossRefGoogle Scholar
  47. Simon, M. & Schifter, D. (1993). Toward a constructivist perspective: The impact of a Mathematics teacher inservice program on students. Educational Studies in Mathematics, 25(4), 331–340.CrossRefGoogle Scholar
  48. Measuring Student Knowledge and Skills (2000). The PISA 2000 assessment of reading mathematical, and scientific literacy. OECD, 104 pp.Google Scholar
  49. Tan, S. F. & Lim, C. S. (2010). Effective mathematics lesson from the lenses of primary pupils: Preliminary analysis. Procedia Social and Behavioral Sciences, 8, 242–247.CrossRefGoogle Scholar
  50. Tikunoff, W. (Ed.). (1983). Teaching in successful bilingual instructional settings. San Francisco, CA: Far West Laboratory.Google Scholar
  51. TIMSS (2007a). Assessment frameworks: contextual framework. Trends in International Mathematics and Science Study. Retrieved from http://timss.bc.edu/TIMSS2007/frameworks.html.
  52. TIMSS (2007b). Mathematics teacher questionnaire: Teaching mathematics to the TIMSS class. Trends in International Mathematics and Science Study. Retrieved from http://timss.bc.edu/TIMSS2007/PDF/T07_TeacherQ_Math_G8.pdf.
  53. Törner, G. & Grigutsch, S. (1994). Mathematische Weltbilder bei Studienanfängern eine Erhebung. Journal für Mathematik-Didaktik, 15(3/4), 211–251.Google Scholar
  54. Van Zoest, L., Jones, G. A. & Thornton, C. A. (1994). Beliefs about mathematics teaching held by pre-service teachers involved in a first grade mentorship program. Mathematics Education Research Journal, 6(1), 37–55.CrossRefGoogle Scholar
  55. Von Glasersfeld, E. (1990). An exposition of constructivism: Why some like it radical. In R. B. Davis, C. A. Maher & N. Noddings (Eds.), A constructivist view on the teaching and learning of mathematics (monograph no. 4). Reston, VA: National Council of Teachers of Mathematics.Google Scholar
  56. Yero, J. L. (2002). Teaching in mind: How teacher thinking shapes education. Hamilton, MT: MindFlight Publishing.Google Scholar

Copyright information

© National Science Council, Taiwan 2012

Authors and Affiliations

  1. 1.Daugavpils UniversityDaugavpilsLatvia

Personalised recommendations