Date of Award
Open Access Dissertation
Many elementary mathematics teachers hold beliefs about the teaching and learning of mathematics and enact practices that are not aligned with the recommendations of reform efforts in the field of mathematics education (Stigler & Hiebert, 2009). For standards-based reform to gain any significant success, many teachers will have to alter the deeply held beliefs that they have about mathematics teaching and learning (Ellis & Berry, 2005). Given the role that teachers’ beliefs about the nature of mathematics and mathematics teaching and learning play in their selection and enactment of instructional practices, it is essential to understand the influence that different school settings may have on developing and changing teachers' beliefs and practices. This research project investigated the enacted practices and beliefs about the teaching and learning of mathematics held by elementary mathematics teachers situated in a STEAM (Science, Technology, Engineering, Arts, Mathematics) school. The analysis of the data collected in this study revealed four major findings related to the enacted practices and beliefs about mathematics teaching and learning held by mathematics teachers situated in a STEAM setting. The analysis of the data collected in this study revealed four major findings. Namely, this study revealed: (1) Teachers in a STEAM school expressed similar and consistent beliefs about the teaching and learning of mathematics that are considered productive in light of reform efforts. (2) Teachers in a STEAM school enacted divergent practices. (3) Teaching in a STEAM school strengthened teachers’ beliefs about the importance of integration and connecting mathematics to real world. (4) Teaching in a STEAM school influenced teachers’ enacted practices in relation to situating mathematics in the real world.
Negreiros, M.(2017). Elementary Mathematics Teachers’ Beliefs and Practices: Understanding the Influence of Teaching in a STEAM Setting. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/4043