The use of teachers' baseline normative beliefs to guide professional development in teaching mathematics. Issue 3 (26th May 2016)

• Record Type: Journal Article
• Authors: Lloyd, Mary Elizabeth Riley; Veal, William; Howell, Malia
• Is Part Of: Professional development in education. Volume 42:Issue 3(2016)
• Page Start: 359
• Page End: 386
• Publication Date: 2016-05-26
• Subjects: professional development -- teacher beliefs -- mathematics education; Teachers -- In-service training -- Periodicals; 370.7155
• DOI: 10.1080/19415257.2015.1015747
• Languages: English
• ISSNs: 1941-5257

Abstract

Abstract : This article describes the normative beliefs and the discursive claims related to mathematics and teaching mathematics made by approximately 50 middle-level and secondary mathematics teachers within four high-need local education associations participating in a Mathematics and Science Partnership with a southeastern college's Science and Math for Teachers program in the United States. Between 2011 and 2013, a five-point Likert scale survey was designed and used to measure normative beliefs and discursive claims along a spectrum ranging from traditional to innovative beliefs and practices about mathematics and teaching mathematics. Findings reveal that participating teachers held innovative normative beliefs about how mathematics should be taught but more traditional normative beliefs related to efficacy. Teachers' discursive claims were more varied but tended toward being more innovative. While teachers responded similarly on many survey items, there were variations in responses that pointed to the need to differentiate professional development endeavors. Findings also reveal inconsistencies between normative beliefs and discursive claims that are highlighted as points of emphasis for future professional development.