Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions

This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. Regression analyses revealed statistically significant relation...

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Bibliographic Details
Published in:Journal for research in mathematics education 2014-03, Vol.45 (2), p.246-284
Main Authors: Clark, Lawrence M, DePiper, Jill Neumayer, Frank, Toya Jones, Nishio, Masako, Campbell, Patricia F, Smith, Toni M, Griffin, Matthew J, Rust, Amber H, Conant, Darcy L, Choi, Youyoung
Format: Article
Language:English
Subjects:
Academic achievement
Belief & doubt
Beliefs
Correlation
Gender Differences
Learning
Lunch Programs
Mathematical knowledge
Mathematics curricula
Mathematics Education
Mathematics Instruction
Mathematics teachers
Middle school students
Pedagogical Content Knowledge
Racial Differences
Regression (Statistics)
Special education
Special Education Teachers
Statistical Significance
Student Attitudes
Teacher Certification
Teacher Characteristics
Teacher education
Teacher Expectations of Students
Teachers
Teaching methods
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Summary:This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. Regression analyses revealed statistically significant relationships between teachers' beliefs and awareness and teachers' mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status.
ISSN:0021-8251
1945-2306
DOI:10.5951/jresematheduc.45.2.0246