Teachers’ beliefs about the discipline of mathematics and the use of technology in the classroom

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Standard

Teachers’ beliefs about the discipline of mathematics and the use of technology in the classroom. / Misfeldt, Morten; Thomas Jankvist, Uffe; Sánchez Arguilar, Mario.

I: International Electronic Journal of Mathematics Education, Bind 11, Nr. 2, 2016, s. 395-419.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Misfeldt, M, Thomas Jankvist, U & Sánchez Arguilar, M 2016, 'Teachers’ beliefs about the discipline of mathematics and the use of technology in the classroom', International Electronic Journal of Mathematics Education, bind 11, nr. 2, s. 395-419. https://doi.org/10.12973/iser.2016.2113a

APA

Misfeldt, M., Thomas Jankvist, U., & Sánchez Arguilar, M. (2016). Teachers’ beliefs about the discipline of mathematics and the use of technology in the classroom. International Electronic Journal of Mathematics Education, 11(2), 395-419. https://doi.org/10.12973/iser.2016.2113a

Vancouver

Misfeldt M, Thomas Jankvist U, Sánchez Arguilar M. Teachers’ beliefs about the discipline of mathematics and the use of technology in the classroom. International Electronic Journal of Mathematics Education. 2016;11(2):395-419. https://doi.org/10.12973/iser.2016.2113a

Author

Misfeldt, Morten ; Thomas Jankvist, Uffe ; Sánchez Arguilar, Mario. / Teachers’ beliefs about the discipline of mathematics and the use of technology in the classroom. I: International Electronic Journal of Mathematics Education. 2016 ; Bind 11, Nr. 2. s. 395-419.

Bibtex

@article{62b63af388854e929680e7da810e70b5,
title = "Teachers{\textquoteright} beliefs about the discipline of mathematics and the use of technology in the classroom",
abstract = "In the article, three Danish secondary level mathematics teachers{\textquoteright} 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.",
keywords = "beliefs about mathematics as a discipline, blackboxing, lever potential, beliefs about use of technology, mathematics teachers{\textquoteright} beliefs",
author = "Morten Misfeldt and {Thomas Jankvist}, Uffe and {S{\'a}nchez Arguilar}, Mario",
year = "2016",
doi = "10.12973/iser.2016.2113a",
language = "English",
volume = "11",
pages = "395--419",
journal = "International Electronic Journal of Mathematics Education",
issn = "1306-3030",
publisher = "Gazi Universitesi",
number = "2",

}

RIS

TY - JOUR

T1 - Teachers’ beliefs about the discipline of mathematics and the use of technology in the classroom

AU - Misfeldt, Morten

AU - Thomas Jankvist, Uffe

AU - Sánchez Arguilar, Mario

PY - 2016

Y1 - 2016

N2 - 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.

AB - 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.

KW - beliefs about mathematics as a discipline

KW - blackboxing

KW - lever potential

KW - beliefs about use of technology

KW - mathematics teachers’ beliefs

U2 - 10.12973/iser.2016.2113a

DO - 10.12973/iser.2016.2113a

M3 - Journal article

VL - 11

SP - 395

EP - 419

JO - International Electronic Journal of Mathematics Education

JF - International Electronic Journal of Mathematics Education

SN - 1306-3030

IS - 2

ER -

ID: 227522408