Teachers’ Beliefs about the Discipline of Mathematics and the Use of Technology in the Classroom
Morten Misfeldt, Uffe Thomas Jankvist, Mario Sánchez Aguilar
More Detail

Abstract

In the article, three Danish secondary level mathematics teachers’ beliefs about the use of technological tools in the teaching of mathematics and their beliefs about mathematics as a scientific discipline are identified and classified - and the process also aspects of their beliefs about the teaching and learning of mathematics. The potential relationships between these sets of beliefs are also explored. Results show that the teachers not only manifest different beliefs about the use of technology and mathematics as a discipline, but that one set of beliefs can influence the other set of beliefs. The article concludes with a discussion of the research findings and their validity as well as their implications for both practice and research in mathematics education.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2016, Volume 11, Issue 2, 395-419

https://doi.org/10.29333/iejme/341

Publication date: 02 Mar 2016

Article Views: 6210

Article Downloads: 5877

Open Access References How to cite this article