Situating Research on Mathematics Teachers’ Beliefs and on Change

  • Stephen Lerman
Part of the Mathematics Education Library book series (MELI, volume 31)


The six chapters in this section focus on studying teachers’ beliefs with a particular concern for how those beliefs might change in order to improve the teaching of mathematics in our schools. Five of the chapters draw on empirical studies whilst the sixth gives an overview of recent research to investigate how researchers interpret teachers’ beliefs and what evidence they use for their claims. There are important theoretical analyses offered and fascinating stories told of teachers and by teachers concerning their beliefs and their practices. In the first part of this review I will draw out some of the key themes in the six chapters and indicate commonalities and differences. My contribution in the second section will be to try to situate these studies within research in the mathematics education community in order to point out some alternative orientations for the study of teachers and teaching-and-learning mathematics.


Mathematics Education Mathematics Teacher Pedagogic Content Knowledge Mathematics Education Research Efficacy Belief 


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© Kluwer Academic Publishers 2002

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  • Stephen Lerman

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