Mathematics teachers’ beliefs about good teaching: A comparison between Estonia, Latvia and Finland

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http://hdl.handle.net/10138/42721

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Lepik , M , Pipere , A & Hannula , M S 2013 , Mathematics teachers’ beliefs about good teaching: A comparison between Estonia, Latvia and Finland . in M S Hannula , P Portaankorva-Koivisto , A Laine & L Näveri (eds) , Current state of research on mathematical beliefs XVIII: Proceedings of the MAVI-18 Conference, September 12-15, 2012, Helsinki, Finland . Suomen ainedidaktisen tutkimusseuran julkaisuja : Ainedidaktisia tutkimuksia , no. 6 , Suomen ainedidaktinen tutkimusseura ry , Helsinki , pp. 327-339 .

Title: Mathematics teachers’ beliefs about good teaching: A comparison between Estonia, Latvia and Finland
Author: Lepik, Madis; Pipere, Anita; Hannula, Markku S.
Editor: Hannula, Markku S.; Portaankorva-Koivisto, Päivi; Laine, Anu; Näveri, Liisa
Contributor: University of Helsinki, Teacher Education
Publisher: Suomen ainedidaktinen tutkimusseura ry
Date: 2013-12
Language: eng
Number of pages: 13
Belongs to series: Current state of research on mathematical beliefs XVIII: Proceedings of the MAVI-18 Conference, September 12-15, 2012, Helsinki, Finland
Belongs to series: Suomen ainedidaktisen tutkimusseuran julkaisuja : Ainedidaktisia tutkimuksia
ISBN: 978-952-5993-08-0
978-952-5993-09-7
URI: http://hdl.handle.net/10138/42721
Abstract: The article presents results from a cross-cultural NorBa-project “Mathematics teachers’ educational beliefs”. We report Estonian, Latvian and Finnish lower secondary mathematics teachers’ beliefs about good teaching. A principal component analyses identified a two-component structure of teachers’ beliefs about good teaching: (1) Reasoning and conceptual understanding and (2) Mastery of skills and facts. Cross-cultural differences were identified in both of these dimensions. Latvian teachers indicated the strongest agreement with reasoning and conceptual understanding, Estonian teachers with mastery of skills and facts, while Finnish teachers scored lowest on both dimensions. Moreover, we analysed the amount of teachers with different profiles with regard to these two dimensions.
Subject: 516 Educational sciences
mathematics teachers' beliefs
belief profiles
Comparative study
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