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Second handbook of research on mathematics teaching and learning : a project of the National Council of Teachers of Mathematics

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• Preface; Acknowledgements; Part I: Foundations; Putting Philosophy to Work: Coping With Multiple Theoretical Perspectives, Paul Cobb, Vanderbilt University; Theory in Mathematics Education Scholarship, Edward A. Silver & Patricio G. Herbst, University of Michigan; Method, Alan H. Schoenfeld, University of California, Berkeley; Part II: Teachers and Teaching; Assessing Teachers' Mathematical Knowledge: What Knowledge Matters and What Evidence Counts? Heather C. Hill, Laurie Sleep, Jennifer M. Lewis, & Deborah Loewenberg Ball, University of Michigan; The Mathematical Education and Development of Teachers, Judith T. Sowder, San Diego State University; Understanding Teaching and Classroom Practice in Mathematics, Megan Loef Franke, University of California, Los Angeles, Elham Kazemi, University of Washington, Daniel Battey, Arizona State University; Mathematics Teachers' Beliefs and Affect, Randolph A. Philipp, San Diego State University; Part III: Infl uences on Student Outcomes; How Curriculum Infl uences Student Learning, Mary Kay Stein, University of Pittsburgh, Janine Remillard, University of Pennsylvania, and Margaret Smith, University of Pittsburgh; The Effects of Classroom Mathematics Teaching on Students' Learning, James S. Hiebert, University of Delaware and Douglas A. Grouws, University of Missouri; Culture, Race, Power, and Mathematics Education, Diversity in Mathematics Education Center for Learning and Teaching; The Role of Culture in Teaching and Learning Mathematics, Norma G. Presmeg, Illinois State University; Part IV: Students and Learning; Early Childhood Mathematics Learning, Douglas H., Clements & Julie Sarama, University at Buffalo, State University of New York; Whole Number Concepts and Operations, Lieven Verschaffel, University of Leuven, Brian Greer, Portland State University and Erik DeCorte, University of Leuven; Rational Numbers and Proportional Reasoning: Toward a Theoretical Framework for Research, Susan J. Lamon, Marquette University; Early Algebra, David W. Carraher, TERC and Analucia D. Schliemann, Tufts University; Learning and Teaching of Algebra at the Middle School through College Levels: Building Meaning for Symbols and Their Manipulation, Carolyn Kieran, Universite du Quebec a Montreal; Problem Solving and Modeling, Richard Lesh, Indiana University and Judith Zawejewski, Illinois Institute of Technology; Toward Comprehensive Perspectives on the Learning and Teaching of Proof, Guershon Harel, University of California, San Diego and Larry Sowder, San Diego State University; The Development of Geometric and Spatial Thinking, Michael T. Battista, Michigan State University; Research in Probability: Responding to Classroom Realities, Graham A. Jones, Griffi th University, Gold Coast Campus, Cynthia W. Langrall, and Edward S. Mooney, Illinois State University; Research on Statistics Learning and Reasoning, J. Michael Shaughnessy, Portland State University; Mathematics Thinking and Learning at Post-secondary Level, Mich

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Second handbook of research on mathematics teaching and learning : a project of the National Council of Teachers of Mathematics

• Published 2007
• Mathematics, Education

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Using teaching through problem solving to transform in-service teachers’ thinking about instruction.

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Second Handbook Of Research On Mathematics Teaching and Learning

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Second Handbook of Research on Mathematics Teaching and Learning

• ISBN-10 1593115881
• ISBN-13 978-1593115883
• Publisher Information Age Publishing
• Publication date June 15, 2007
• Language English
• Dimensions 8.5 x 1.42 x 11 inches
• Print length 712 pages
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• Publisher ‏ : ‎ Information Age Publishing (June 15, 2007)
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Second Handbook of Research on Mathematics Teaching and Learning: A Project of the National Council of Teachers of Mathematics

• Author(s) Frank K. Lester
• Publisher Information Age Publishing

Print ISBN 9781593111762, 1593111762

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• > The Cambridge Handbook of the Learning Sciences
• > Research in Mathematics Education

Book contents

• The Cambridge Handbook of the Learning Sciences
• Copyright page
• Contributors
• 1 An Introduction to the Learning Sciences
• Part I Foundations
• Part II Methodologies
• Part III Grounding Technology in the Learning Sciences
• Part IV Learning Together
• Part V Learning Disciplinary Knowledge
• 23 Research in Mathematics Education
• 24 Science Education and the Learning Sciences
• 25 Complex Systems and the Learning Sciences
• 26 Learning History
• 27 Learning to Be Literate
• 28 Arts Education and the Learning Sciences
• Part VI Moving Learning Sciences Research into the Classroom

23 - Research in Mathematics Education

What Can It Teach Us about Human Learning?

from Part V - Learning Disciplinary Knowledge

Published online by Cambridge University Press:  14 March 2022

This chapter begins by describing what is unique about mathematics that has made it a central topic in the learning sciences. This research has historically been interdisciplinary, drawing on psychology, mathematics research and theory, and mathematics educators. It then describes two distinct approaches – the acquisitionist and the participationist . The acquisitionist approach considers learning to be what happens when an individual learner acquires mathematical knowledge. This part of the chapter reviews research on misconceptions and conceptual change that has been based in Piaget’s constructivist theories. The participationist approach views learning as originating in social interactions in diverse settings such as classrooms, homes and playgrounds, museums, and workplaces. This approach views learning as a collective sociocultural phenomenon, and uses methodologies such as interaction analysis and design-based research. This chapter concludes with a discussion of how teachers learn to teach mathematics.

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• Research in Mathematics Education
• By Anna Sfard , Paul Cobb
• Edited by R. Keith Sawyer , University of North Carolina, Chapel Hill
• Book: The Cambridge Handbook of the Learning Sciences
• Online publication: 14 March 2022
• Chapter DOI: https://doi.org/10.1017/9781108888295.029

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Teacher Beliefs, Attitudes, and Self-Efficacy in Mathematics Education

• Reference work entry
• First Online: 01 January 2020
• Cite this reference work entry

• Peter Liljedahl 2 &
• Susan Oesterle 3  

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2 Citations

Beliefs, attitudes, and self-efficacy are all aspects of the affective domain (McLeod 1992 ). The affective domain can be conceptualized as an internal representational system, comprising emotions, attitudes, beliefs, morals, values, and ethics (DeBellis and Goldin 2006 ). These are often placed on a continuum, with feelings and emotions at one end, characterized as short-lived and highly charged, and beliefs at the other end, typified as more cognitive and stable in nature (Philippou and Christou 2002 ). In the context of mathematics, the affective domain was introduced to explain why learners who possessed the cognitive resources to succeed at mathematical tasks still failed (Di Martino and Zan 2001 ; see also Affect in Mathematics Education). In the context of teachers of mathematics, over the last 30 years there has been a growing interest in how affective factors influence classroom practice, specifically with reference to beliefs (Thompson 1992 ; Philipp 2007 ), attitudes (Ernest 1989 )...

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Faculty of Education, Simon Fraser University, Burnaby, BC, Canada

Peter Liljedahl

Mathematics Department, Douglas College, New Westminster, BC, Canada

Susan Oesterle

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Correspondence to Peter Liljedahl .

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Department of Education, Centre for Mathematics Education, London South Bank University, London, UK

Stephen Lerman

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Liljedahl, P., Oesterle, S. (2020). Teacher Beliefs, Attitudes, and Self-Efficacy in Mathematics Education. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-15789-0_149

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DOI : https://doi.org/10.1007/978-3-030-15789-0_149

Published : 23 February 2020

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Print ISBN : 978-3-030-15788-3

Online ISBN : 978-3-030-15789-0

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