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Using a schematic model to represent influences on, and relationships between, teachers’ problem-solving beliefs and practices

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Abstract

Schematic models have been used extensively in educational research to represent relationships between variables diagrammatically, including the interrelationships between factors associated with teachers’ beliefs and practices. A review of such models informed the development of a new model that was used to plan an investigation into primary school teachers’ problem-solving beliefs and practices. On the basis of the findings from the research, the model was revised to include the important variable of prior mathematics learning, as well as a repositioning of the influence of teaching experiences in classrooms.

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Authors and Affiliations

  1. Faculty of Education and Social Work, The University of Sydney, 2006, NSW

    Judy Anderson

  2. Faculty of Education, ACU National, 25A Barker Road, 2135, Strathfield, NSW

    Paul White

  3. Faculty of Education, LaTrobe University, PO Box 199, 3552, Bendigo, Victoria

    Peter Sullivan

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  1. Judy Anderson
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  2. Paul White
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  3. Peter Sullivan
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Anderson, J., White, P. & Sullivan, P. Using a schematic model to represent influences on, and relationships between, teachers’ problem-solving beliefs and practices. Math Ed Res J 17, 9–38 (2005). https://doi.org/10.1007/BF03217414

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