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High School Mathematics Teachers' Beliefs About Assessment in Mathematics and the Connections to Their Mathematical Beliefs.

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Title: High School Mathematics Teachers' Beliefs About Assessment in Mathematics and the Connections to Their Mathematical Beliefs.
Authors: Martínez-Sierra, Gustavo1 (AUTHOR) gmartinez@uagro.mx, García-García, Javier1 (AUTHOR), Valle-Zequeida, María1 (AUTHOR), Dolores-Flores, Crisólogo1 (AUTHOR)
Source: International Journal of Science & Mathematics Education. Mar2020, Vol. 18 Issue 3, p485-507. 23p.
Subject Terms: *High school teachers, *Mathematics teachers, *Teacher training, *Belief & doubt, Mathematics
Abstract: This qualitative research addresses the gap of studying the relationship between beliefs about assessment in mathematics and mathematics beliefs by identifying the (espoused) beliefs about assessment and their connections with the mathematical beliefs of 18 high school Mexican out-of-field mathematics teachers (i.e. teachers without formal training for teaching mathematics). Thematic analysis was used to analyze data gathered through semi-structured interviews. Results revealed that teachers' beliefs are organized in different clusters that connect their beliefs about mathematics and assessment in mathematics. Some specific mathematical beliefs and beliefs on assessment played a central role on the construction of these clusters (e.g. 'mathematics is for applications'). There are two complementary reasons for the existence of these beliefs: the daily context of the participants and their condition of being out-the-field teachers with vocational training as engineers. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: This qualitative research addresses the gap of studying the relationship between beliefs about assessment in mathematics and mathematics beliefs by identifying the (espoused) beliefs about assessment and their connections with the mathematical beliefs of 18 high school Mexican out-of-field mathematics teachers (i.e. teachers without formal training for teaching mathematics). Thematic analysis was used to analyze data gathered through semi-structured interviews. Results revealed that teachers' beliefs are organized in different clusters that connect their beliefs about mathematics and assessment in mathematics. Some specific mathematical beliefs and beliefs on assessment played a central role on the construction of these clusters (e.g. 'mathematics is for applications'). There are two complementary reasons for the existence of these beliefs: the daily context of the participants and their condition of being out-the-field teachers with vocational training as engineers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10763-019-09967-2
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              Text: Mar2020
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