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Journal of Education for Teaching
International research and pedagogy
Volume 15, 1989 - Issue 1
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Original Articles

The Knowledge, Beliefs and Attitudes of the Mathematics Teacher: a model

Pages 13-33 | Published online: 07 Jul 2006

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (65)

Dung Tran & Bronwyn Reid O’Connor. (2024) Teacher curriculum competence: how teachers act in curriculum making. Journal of Curriculum Studies 56:1, pages 1-16.
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Ha Cao Thi, Tuan Anh Le, Bich Tran Ngoc & Thao Phan Thi Phuong. (2023) Factors affecting the numeracy skills of students from mountainous ethnic minority regions in Vietnam: Learners’ perspectives. Cogent Education 10:1.
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Rachel Rupnow. (2023) Mathematicians’ beliefs, instruction, and students’ beliefs: how related are they?. International Journal of Mathematical Education in Science and Technology 54:10, pages 2147-2175.
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Pavneet Kaur Bharaj, Amber Simpson, Sandra Linder & Erik Jacobson. (2023) Exploring the Association of Prospective Teachers’ Beliefs with their Prior Experiences as Mathematics Learners. Investigations in Mathematics Learning 15:4, pages 279-294.
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Jie Zhu, Wu-Ying Hsieh & Pui-Sze Yeung. (2023) Exploring Chinese Early Childhood Teachers’ Mathematical Belief Profiles and Associated Teacher Characteristics. Early Education and Development 0:0, pages 1-16.
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Cindy Jong, Thomas Hodges & Hao Zhou. (2023) Teaching mathematics for social justice beliefs scale: psychometrics and practices in teacher education. International Journal of Mathematical Education in Science and Technology 54:8, pages 1716-1730.
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Safrudiannur, P.M. Labulan, Suriaty, Darma Andreas Ngilawajan, Adi Nur Cahyono, Zetra Hainul Putra, Sadrack Luden Pagiling & Benjamin Rott. (2023) Pre-service mathematics teachers’ beliefs: a quantitative study to investigate the complex relationships in their beliefs. International Journal of Mathematical Education in Science and Technology 54:8, pages 1420-1436.
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Hiwet Mariam Costa, Laura Ann Outhwaite & Jo Van Herwegen. (2023) Early years practitioners’ training, beliefs and practices concerning mathematics: implications for education and practice. International Journal of Early Years Education 0:0, pages 1-18.
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Samuel Fowler, Florence Gabriel & Simon N. Leonard. (2022) Exploring the effect of teacher ontological and epistemic cognition on engagement with professional development. Professional Development in Education 0:0, pages 1-17.
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Niamh O’Meara & Olivia Fitzmaurice. (2022) Mathematics teacher education’s missing component: developing pre-service teachers’ appreciation of the utility-value of mathematics. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-27.
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Jacolyn Weller. (2022) Secondary pre-service teachers’ voices of becoming mathematics teachers. Teachers and Teaching 28:7, pages 843-858.
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Lidon Moliner & Francisco Alegre. (2022) Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoring. European Journal of Teacher Education 45:1, pages 93-112.
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Jie Zhu, Pui-sze Yeung & Wu-Ying Hsieh. (2021) Mathematical beliefs and self-reported practices of Chinese early childhood teachers in the context of teaching mathematics during block play. European Early Childhood Education Research Journal 29:5, pages 747-763.
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Aisling M. Leavy, Mairead Hourigan, Breed Murphy & Nadide Yilmaz. (2021) Malleable or fixed? Exploring pre-service primary teachers’ attitudes towards statistics. International Journal of Mathematical Education in Science and Technology 52:3, pages 427-451.
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Niamh O’Meara, Patrick Johnson & Aisling Leavy. (2020) A comparative study investigating the use of manipulatives at the transition from primary to post-primary education. International Journal of Mathematical Education in Science and Technology 51:6, pages 835-857.
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Niamh O’Meara, Mark Prendergast, Ian Cantley, Lorraine Harbison & Clare O’Hara. (2020) Teachers’ self-perceptions of mathematical knowledge for teaching at the transition between primary and post-primary school. International Journal of Mathematical Education in Science and Technology 51:4, pages 497-519.
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Ira Raveh & Yael Furman Shaharabani. (2019) Experienced engineers becoming mathematics teachers: preliminary perceptions of mathematics teaching. International Journal of Mathematical Education in Science and Technology 50:8, pages 1223-1240.
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Olivia Fitzmaurice, Niamh O’Meara, Patrick Johnson & Sean Lacey. (2019) ‘Crossing’ the equals sign: insights into pre-service teachers’ understanding of linear equations. Asia-Pacific Journal of Teacher Education 47:4, pages 361-382.
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Sandra M. Linder & Andrea Emerson. (2019) Increasing Family Mathematics Play Interactions Through a Take-Home Math Bag Intervention. Journal of Research in Childhood Education 33:3, pages 323-344.
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E. O. Harriss, C. Smith & A. Carpenter. (2019) Geometry in the walnut grove: an applied mathematical approach to art. Journal of Mathematics and the Arts 13:1-2, pages 152-172.
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Aisling Leavy & Mairead Hourigan. (2018) The beliefs of ‘Tomorrow's Teachers’ about mathematics: precipitating change in beliefs as a result of participation in an Initial Teacher Education programme. International Journal of Mathematical Education in Science and Technology 49:5, pages 759-777.
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Robbert Smit, Holger Weitzel, Robert Blank, Florian Rietz, Josiane Tardent & Nicolas Robin. (2017) Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK) and attitudes regarding scientific inquiry teaching within teacher training. Research in Science & Technological Education 35:4, pages 477-499.
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Mairéad Hourigan, Aisling M. Leavy & Claire Carroll. (2016) ‘Come in with an open mind’: changing attitudes towards mathematics in primary teacher education. Educational Research 58:3, pages 319-346.
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Qingmin Shi, Shaoan Zhang & Emily Lin. (2014) Relationships of New Teachers’ Beliefs and Instructional Practices: Comparisons Across Four Countries. Action in Teacher Education 36:4, pages 322-341.
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Anilkumar Krishnannair & Iben Christiansen. (2013) Assessment Alternatives—Compliance versus Custom? A Case Study of Five South African Mathematics Teachers. African Journal of Research in Mathematics, Science and Technology Education 17:3, pages 255-264.
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Ly Ngoc Khanh Pham & M. Obaidul Hamid. (2013) Beginning EFL teachers’ beliefs about quality questions and their questioning practices. Teacher Development 17:2, pages 246-264.
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D.S. Bolden, P. Barmby & T. Harries. (2013) A representational approach to developing primary ITT students’ confidence in their mathematics. International Journal of Mathematical Education in Science and Technology 44:1, pages 70-83.
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Juergen Seifried. (2012) Teachers' Pedagogical Beliefs at Commercial Schools—An Empirical Study in Germany. Accounting Education 21:5, pages 489-514.
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Elaine Whitty & Marie Clarke. (2012) Irish mathematics teachers’ attitudes towards inclusion. European Journal of Special Needs Education 27:2, pages 237-256.
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Constantinos Xenofontos & Paul Andrews. (2012) Prospective teachers’ beliefs about problem-solving: Cypriot and English cultural constructions. Research in Mathematics Education 14:1, pages 69-85.
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Maria Sakellariou & Konstantina Rentzou. (2011) Cypriot pre-service kindergarten teachers' beliefs about and practices of developmentally appropriate practices in early childhood education. Early Child Development and Care 181:10, pages 1381-1396.
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Xiaoli Wen, JamesG. Elicker & MaryB. McMullen. (2011) Early Childhood Teachers' Curriculum Beliefs: Are They Consistent With Observed Classroom Practices?. Early Education and Development 22:6, pages 945-969.
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Máire Ní Ríordáin & Ailish Hannigan. (2011) Who teaches mathematics at second level in Ireland?. Irish Educational Studies 30:3, pages 289-304.
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Cindy D'On Jones, D. Ray Reutzel & JamisonD. Fargo. (2010) Comparing Two Methods of Writing Instruction: Effects on Kindergarten Students’ Reading Skills. The Journal of Educational Research 103:5, pages 327-341.
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Ron Hoz & Geula Weizman. (2008) A revised theorization of the relationship between teachers’ conceptions of mathematics and its teaching. International Journal of Mathematical Education in Science and Technology 39:7, pages 905-924.
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Jianhong Wang, James Elicker, Mary McMullen & Shuyang Mao. (2008) Chinese and American preschool teachers’ beliefs about early childhood curriculum. Early Child Development and Care 178:3, pages 227-249.
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Jianmin Guan, Ron McBride & Ping Xiang. (2005) Chinese teachers' attitudes toward teaching physical activity and fitness. Asia-Pacific Journal of Teacher Education 33:2, pages 147-157.
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DonettaJ. Cothran, Pamela Hodges Kulinna, Dominique Banville, Euichang Choi, Chantal Amade-Escot, Ann MacPhail, Doune Macdonald, Jean-François Richard, Pedro Sarmento & David Kirk. (2005) A Cross-Cultural Investigation of the Use of Teaching Styles. Research Quarterly for Exercise and Sport 76:2, pages 193-201.
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Suriza van der Sandt & Hercules D. Nieuwoudt. (2005) Geometry content knowledge: Is pre-service training making a difference?. African Journal of Research in Mathematics, Science and Technology Education 9:2, pages 109-120.
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Cindy C. Moseman. (2003) Primary Teachers' Beliefs about Family Competence to Influence Classroom Practices. Early Education and Development 14:2, pages 125-154.
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Maria Goulding, Tim Rowland & Patti Barber. (2002) Does it Matter? Primary Teacher Trainees' Subject Knowledge in Mathematics. British Educational Research Journal 28:5, pages 689-704.
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KimberlyA. Calderwood. (2002) Incorporating Multiple Epistemologies into Teaching Statistics to Social Work Students. Journal of Teaching in Social Work 22:1-2, pages 17-32.
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Amanda Wilcox-Herzog. (2002) Is There a Link Between Teachers' Beliefs and Behaviors?. Early Education and Development 13:1, pages 81-106.
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Steve Higgins & David Moseley. (2001) Teachers' thinking about information and communications technology and learning: beliefs and outcomes. Teacher Development 5:2, pages 191-210.
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JimD. N. Smith. (2001) MATHEMATICS STUDENT TEACHERS’ RESPONSES TO INFLUENCES AND BELIEFS. Research in Mathematics Education 3:1, pages 115-138.
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Stephanie Prestage & Pat Perks. (2001) MODELS AND SUPER-MODELS: WAYS OF THINKING ABOUT PROFESSIONAL KNOWLEDGE IN MATHEMATICS TEACHING[1]. Research in Mathematics Education 3:1, pages 101-114.
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SusanL. Nierstheimer, CarolJ. Hopkins, DeborahR. Dillon & Maribeth Cassidy Schmitt. (2000) Preservice teachers' shifting beliefs about struggling literacy learners. Reading Research and Instruction 40:1, pages 1-16.
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Paul Andrews & Gillian Hatch. (1999) A New Look at Secondary Teachers’ Conceptions of Mathematics and its Teaching. British Educational Research Journal 25:2, pages 203-223.
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Mike Askew, Margaret Brown, Valerie Rhodes, Dylan Wiliam & David Johnson. (1997) The contribution of professional development to effectiveness in the teaching of numeracy. Teacher Development 1:3, pages 335-356.
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ThomasG. Edwards. (1996) Implications of a Model for Conceptualizing Change in Mathematics Teachers' Instructional Practices. Action in Teacher Education 18:2, pages 19-30.
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Paul Ernest. (1995) Values, gender and images of mathematics: a philosophical perspective. International Journal of Mathematical Education in Science and Technology 26:3, pages 449-462.
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CatherineD. Ennis & Ang Chen. (1995) Teachers' Value Orientations in Urban and Rural School Settings. Research Quarterly for Exercise and Sport 66:1, pages 41-50.
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Dona M. Kagan. (1992) Implication of Research on Teacher Belief. Educational Psychologist 27:1, pages 65-90.
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David McNamara. (1991) Vernacular pedagogy. British Journal of Educational Studies 39:3, pages 297-310.
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Paul Ernest. (1991) MATHEMATICS TEACHER EDUCATION AND QUALITY. Assessment & Evaluation in Higher Education 16:1, pages 56-65.
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