Meanings, Dimensions, and Categories of Mathematics Teacher Beliefs: A Navigation through the Literature

Authors

DOI:

https://doi.org/10.12928/ijeme.v3i1.11494

Keywords:

constructivist beliefs, dimension of beliefs, integral beliefs, instrumental beliefs, teacher beliefs

Abstract

This paper aimed to discuss the meanings, dimensions, and categories of teacher beliefs about teaching and learning mathematics. I reviewed the relevant literature about teacher beliefs in general, beliefs about mathematics, and beliefs about mathematics teaching and learning in particular. Based on the review of the literature, I outlined the meanings of teacher beliefs and conceptualized three dimensions of teacher beliefs – affective dimension, cognitive dimension, and pedagogical dimension. Then, I discussed three viewpoints to observe teacher beliefs – relational, institutional, and praxis lenses. I utilized these lenses to categorize belief constructs into three classes of beliefs about mathematics, teaching mathematics, and learning mathematics. These classes’ included-instrumentalist, constructivist, and integral beliefs. I addressed the pedagogical implications of these categorical beliefs in the end.

Author Biography

Shashidhar Belbase, University College, Zayed University

Educational Background: - Ph.D., Mathematics Education, University of Wyoming, USA - M.S., Environmental Engineering, University of Wyoming, USA - M.Phil., Education Leadership, Kathmandu University, Nepal - M.A., Political Science, Tribhuvan University, Nepal - M.Ed., Mathematics Education, Tribhuvan University, Nepal - B. Sc., Physics, Chemistry, Mathematics, Tribhuvan University, Nepal - B. Ed., Mathematics and Science Education, Tribhuvan University, Nepal Work Experience: - Assistant Professor: Department of Mathematics and Statistics, University College, Zayed University (May 2015-till the date). - Instructor: Department of Mathematics and Statistics, University College, Zayed University (August 2014-April 2015). - Visiting Faculty: School of Education, Kathmandu University, Nepal (September 2014-till the date). - Graduate Research/Teaching Assistant: College of Education, University of Wyoming, Laramie, Wyoming 82071 (January 2010-July 2015). - Visiting Assistant Professor: School of Education, Kathmandu University, Balkumari, Lalitpur, Nepal (May 20, 2010-July 20, 2010 during summer vacation). - Graduate Research Assistant: Department of Civil and Architectural Engineering, College of Engineering and Applied Sciences, University of Wyoming, Laramie, Wyoming 82071 (January 2008-December 2009). - Assistant Professor of Mathematics Education: Kathmandu University School of Education, Department of Mathematics Education (2005-2007). - Visiting Faculty of Quantitative Techniques: HOPE International College, Lalitpur, Nepal (2005-2007). - Principal: New West Point Higher Secondary School, Beni, Myagdi Nepal (2004-2005). - Higher Secondary Teacher: RIBS College of Advanced Learning, Kalanki, Kathmandu Nepal (1998-2004). - Mathematics Teacher and Head of the Department of Mathematics: Mount Glory Boarding High School, Tahachal, Kathmandu, Nepal (1998-2004). - Mathematics and Science Teacher: Adarsha Madhyamic Vidhyalay, Lalmatiya, Dang, Nepal (1997-1998). - Mathematics and Science Teacher: Bageswari Madhyamic Vidhyalay, Baireni, Dhading, Nepal (1996-1997). Personal Blog: http://www.zu.ac.ae/main/en/colleges/colleges/__university_college/faculty_and_staff/_dxb/_mth/_profiles/Shashidhar_Belbase.aspx

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2019-03-06

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Belbase, S. (2019). Meanings, Dimensions, and Categories of Mathematics Teacher Beliefs: A Navigation through the Literature. International Journal on Emerging Mathematics Education, 3(1), 1–26. https://doi.org/10.12928/ijeme.v3i1.11494

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IJEME, Vol. 3 No. 1, March 2019

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  1. Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

 


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