An investigation of two beginning secondary mathematics teachers: Unpacking the complex relationship between beliefs and practice.

Abstract

This study investigates the many factors that contribute to secondary mathematics teachers' choices during teaching. Relationships between these influences and teachers' developing practices within the context of their classrooms, schools, and communities are investigated. In order to gain a picture of the complex nature of teaching from teachers' perspectives, one must understand the beliefs with which they define their work. Specifically, teachers' beliefs about what mathematics is, and what it means to know, do, and teach mathematics play a role in their teaching of mathematics. However, more research is needed to understand the complex relationship between teachers' beliefs, knowledge, and the realities of the classroom. To explore these issues, I conducted two case studies of beginning (first three years) secondary mathematics teachers during one semester of teaching. Beginning teachers' practice is an important and unique window to understanding teaching and the process of learning to teach. Ideas and practices are shaped during the first few years of teaching. Additionally, attrition in the profession suggests that beginning teachers are more typical of teachers. Primary data sources included numerous audio-taped and transcribed interviews and observations, and artifacts related to practice and context. Findings indicate that these teachers' beliefs about mathematics and its teaching and learning, as evidenced by their statements and actions, played a primary role in their practice. Other factors, such as teachers' content understandings and their confidence in their ability to learn mathematics, their perceptions of students' needs, and the nature and amount of mentoring received, also became salient in the choices these teachers made in their practice. This study suggests that beliefs, knowledge and context form an interconnected, complex reality that critically influences what happens in practice. This study raises important questions concerning how to best prepare teachers to teach in ways that support ideals of current mathematics education reform, as well as suggests directions for future research in mathematics education.