Philipp (2007) - Revision history

imported>Raymond Johnson: formatting cleanup

2014-02-10T06:30:30Z

formatting cleanup

imported>Raymond Johnson: Thompson (1992) link

2013-11-11T02:59:26Z

Thompson (1992) link

← Older revision		Revision as of 02:59, 11 November 2013
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	== Brief Summary of A. G. Thompson's 1992 Handbook Chapter on Teachers' Beliefs and Conceptions ==		== Brief Summary of A. G. Thompson's 1992 Handbook Chapter on Teachers' Beliefs and Conceptions ==

	Philipp summarizes [[Thompson (1992)\|Thompson's 1992 handbook chapter]].		Philipp summarizes [[Thompson (1992) (handbook)\|Thompson's 1992 handbook chapter]].

	== Brief Summary of McLeod's 1992 Handbook Chapter on Affect ==		== Brief Summary of McLeod's 1992 Handbook Chapter on Affect ==

imported>Raymond Johnson at 06:04, 4 July 2013

2013-07-04T06:04:15Z

← Older revision		Revision as of 06:04, 4 July 2013
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	== Constructs, Measurement, and to the Future ==		== Constructs, Measurement, and to the Future ==

			[[Category:Teacher Beliefs]]

imported>Raymond Johnson at 07:56, 30 November 2012

2012-11-30T07:56:40Z

← Older revision		Revision as of 07:56, 30 November 2012
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	Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257–315). Charlotte, NC: Information Age.		Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.), [[Second handbook of research on mathematics teaching and learning]] (pp. 257–315). Charlotte, NC: Information Age.

	<blockquote>Beliefs might be thought of as lenses through which one looks when interpreting the world, and affect might be thought of as a disposition or tendency one takes toward some aspect of his or her world; as such, the beliefs and affect one holds surely affect the way one interacts with his or her world. (pp. 257-258)		<blockquote>Beliefs might be thought of as lenses through which one looks when interpreting the world, and affect might be thought of as a disposition or tendency one takes toward some aspect of his or her world; as such, the beliefs and affect one holds surely affect the way one interacts with his or her world. (pp. 257-258)
	</blockquote>		</blockquote>

	= Organization of Chapter =		= Organization of Chapter =

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	== Brief Summary of A. G. Thompson's 1992 Handbook Chapter on Teachers' Beliefs and Conceptions ==		== Brief Summary of A. G. Thompson's 1992 Handbook Chapter on Teachers' Beliefs and Conceptions ==

	Philipp summarizes [[Thompson (1992) ~~Teachers beliefs and conceptions: A synthesis of the research~~\|Thompson's 1992 handbook chapter]].		Philipp summarizes [[Thompson (1992)\|Thompson's 1992 handbook chapter]].

	== Brief Summary of McLeod's 1992 Handbook Chapter on Affect ==		== Brief Summary of McLeod's 1992 Handbook Chapter on Affect ==
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	=== Occurrence 3: The Increased Politicization of United States Education and Educational Research ===		=== Occurrence 3: The Increased Politicization of United States Education and Educational Research ===

	The Burkhardt &~~amp;~~ Schoenfeld (2003) article looks great		The [[Burkhardt & Schoenfeld (2003)]] article looks great

	=== Occurrence 4: Technological Advances That Support Obtaining and Reporting Research, and Capturing, Editing, and Posting Video for Use When Assessing Teachers' Beliefs and Affect ===		=== Occurrence 4: Technological Advances That Support Obtaining and Reporting Research, and Capturing, Editing, and Posting Video for Use When Assessing Teachers' Beliefs and Affect ===
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	Philipp summarizes several studies:		Philipp summarizes several studies:

	[[~~Raymond_1997_Inconsistency_Between_a_Beginning_Elementary_School_Teachers_Mathematics_Beliefs_And_Teaching_Practice\|~~Raymond (1997)]]: A study of 6 elementary teachers and the agreement (and disagreement) between stated beliefs and practice. Teachers' practices are more likely to align with their beliefs about math than their beliefs about mathematics teaching and learning.		[[Raymond (1997)]]: A study of 6 elementary teachers and the agreement (and disagreement) between stated beliefs and practice. Teachers' practices are more likely to align with their beliefs about math than their beliefs about mathematics teaching and learning.

	[[~~Hoyles_1992\|~~Hoyles (1992)]]: Rethinking a study from the 1980s and realizing it made more sense through a situated cognition lens		[[Hoyles (1992)]]: Rethinking a study from the 1980s and realizing it made more sense through a situated cognition lens

	[[~~Skott_2001_The_Emerging_Practices_of_a_Novice_Teacher_The_Roles_of_His_School_Mathematics_Images\|~~Skott (2001)]]: Study that followed Danish student teachers into their careers, and analyzed how practice did or did not reflect beliefs depending on the immediate context. Often the responsibility of running a classroom and seeing some measure of success for students outweighs a teacher's beliefs about math and math teaching and learning. Unlike Hoyles, Skott thinks this has more to do with changing the goals for an activity than the situated lens through which the activity is viewed.		[[Skott (2001)]]: Study that followed Danish student teachers into their careers, and analyzed how practice did or did not reflect beliefs depending on the immediate context. Often the responsibility of running a classroom and seeing some measure of success for students outweighs a teacher's beliefs about math and math teaching and learning. Unlike Hoyles, Skott thinks this has more to do with changing the goals for an activity than the situated lens through which the activity is viewed.

	[[~~Sztajn_2003_Adapting_Reform_Ideas_in_Different_Mathematics_Classrooms_Beliefs_Beyond_Mathematics\|~~Sztajn (2003)]]: A study of two different teachers in different schools with the same professed beliefs, but different practices based upon the different socioeconomic status of their students		[[Sztajn (2003)]]: A study of two different teachers in different schools with the same professed beliefs, but different practices based upon the different socioeconomic status of their students

	=== Summary ===		=== Summary ===
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	=== Secondary School Teachers' Beliefs Related to Students' Mathematical Thinking ===		=== Secondary School Teachers' Beliefs Related to Students' Mathematical Thinking ===

	[[~~Nathan_Koedinger_2000_\|~~Nathan &~~amp;~~ Koedinger (2000)]]: Symbol versus verbal precedence models; ''expert blind spot''		[[Nathan & Koedinger (2000)]]: Symbol versus verbal precedence models; ''expert blind spot''

	=== Summary ===		=== Summary ===
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	== Teachers' Beliefs Related to or Changed by Use of Mathematics Curricula ==		== Teachers' Beliefs Related to or Changed by Use of Mathematics Curricula ==

	[[~~Remillard_Bryans_2004\|~~Remillard &~~amp;~~ Bryans (2004)]]:		[[Remillard & Bryans (2004)]]:

	<blockquote>Remillard and Bryans found that Reston's 'general mistrust of published materials trumped any potential compatibility between her beliefs about mathematics and those represented in the book' (p. 366). That is, her orientation toward curriculum, not her beliefs about mathematics, teaching and learning, explained her skeptical approach to the curriculum and led her to use the curriculum only as a collection of useful activities. (p. 289)		<blockquote>Remillard and Bryans found that Reston's 'general mistrust of published materials trumped any potential compatibility between her beliefs about mathematics and those represented in the book' (p. 366). That is, her orientation toward curriculum, not her beliefs about mathematics, teaching and learning, explained her skeptical approach to the curriculum and led her to use the curriculum only as a collection of useful activities. (p. 289)

imported>Raymond Johnson: Raymond Johnson moved page Philipp (2007) Mathematics teachers beliefs and affect to Philipp (2007) without leaving a redirect

2012-11-30T07:50:37Z

Raymond Johnson moved page Philipp (2007) Mathematics teachers beliefs and affect to Philipp (2007) without leaving a redirect

← Older revision	Revision as of 07:50, 30 November 2012
(No difference)

imported>Raymond Johnson at 16:05, 10 October 2012

2012-10-10T16:05:14Z

← Older revision		Revision as of 16:05, 10 October 2012
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	== Brief Summary of A. G. Thompson's 1992 Handbook Chapter on Teachers' Beliefs and Conceptions ==		== Brief Summary of A. G. Thompson's 1992 Handbook Chapter on Teachers' Beliefs and Conceptions ==

	Philipp summarizes [[~~Thompson_1992_Teachers_Beliefs_and_Conceptions_A_Synthesis_of_the_Research~~\|Thompson's 1992 handbook chapter]].		Philipp summarizes [[Thompson (1992) Teachers beliefs and conceptions: A synthesis of the research\|Thompson's 1992 handbook chapter]].

	== Brief Summary of McLeod's 1992 Handbook Chapter on Affect ==		== Brief Summary of McLeod's 1992 Handbook Chapter on Affect ==

imported>Raymond Johnson: Created page with "Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257–315). Cha..."

2012-10-10T16:04:01Z

Created page with "Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257–315). Cha..."

New page

Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257–315). Charlotte, NC: Information Age.

<blockquote>Beliefs might be thought of as lenses through which one looks when interpreting the world, and affect might be thought of as a disposition or tendency one takes toward some aspect of his or her world; as such, the beliefs and affect one holds surely affect the way one interacts with his or her world. (pp. 257-258)
</blockquote>
= Organization of Chapter =

= Working Definitions/Descriptions of Terms =

= The State of Research on Mathematics Teachers' Beliefs and Affect at the Publication of the First Handbook of Research on Mathematics Teaching and Learning =

== Brief Summary of A. G. Thompson's 1992 Handbook Chapter on Teachers' Beliefs and Conceptions ==

Philipp summarizes [[Thompson_1992_Teachers_Beliefs_and_Conceptions_A_Synthesis_of_the_Research|Thompson's 1992 handbook chapter]].

== Brief Summary of McLeod's 1992 Handbook Chapter on Affect ==

== Summary of the State of Research on Beliefs and Affect at the Publication of the First Handbook ==

== Setting the Context for Mathematics Teacher Education Research Since 1992 ==

Five occurrences that have affected math ed research since 1992:

=== Occurrence 1: The Acceptance and Infusion of Ideas From the NCTM Standards' Documents Into the Educational Arena ===

Reform hasn't caught on as widely as one might think.

=== Occurrence 2: The Increased Number of Publishing Outlets ===

=== Occurrence 3: The Increased Politicization of United States Education and Educational Research ===

The Burkhardt & Schoenfeld (2003) article looks great

=== Occurrence 4: Technological Advances That Support Obtaining and Reporting Research, and Capturing, Editing, and Posting Video for Use When Assessing Teachers' Beliefs and Affect ===

What's Philipp's experimental study from 2005?

=== Occurrence 5: The Emergence of Sociocultural and Participatory Theories of Learning ===

= Research on Teachers' Beliefs Conducted Since 1992 =

== What Are Beliefs? ==

== Belief Versus Values ==

"A belief ''that'' is about beliefs, but a belief ''in'' is about values" (p. 265).

== Belief Versus Knowledge ==

<blockquote>As a researcher, I have found the following stance useful when I attempt to understand how a person holds a particular conception: A conception is a ''belief'' for an individual if he or she could respect a position that is in disagreement with the conception as reasonable and intelligent, and it is ''knowledge'' for that individual if he or she could not respect a disagreeing position with the conception as reasonable or intelligent. (p. 267)
</blockquote>
=== Summary ===

=== A Comment About Terminology ===

== Measuring Beliefs ==

=== Likert-Scale Surveys ===

=== An Alternative to Likert-Scale Beliefs Surveys for Large-Scale Data Collection ===

Philipp's IMAP open-ended electronic survey

=== Summary ===

== Inconsistent Beliefs and the Role of Context ==

Philipp summarizes several studies:

[[Raymond_1997_Inconsistency_Between_a_Beginning_Elementary_School_Teachers_Mathematics_Beliefs_And_Teaching_Practice|Raymond (1997)]]: A study of 6 elementary teachers and the agreement (and disagreement) between stated beliefs and practice. Teachers' practices are more likely to align with their beliefs about math than their beliefs about mathematics teaching and learning.

[[Hoyles_1992|Hoyles (1992)]]: Rethinking a study from the 1980s and realizing it made more sense through a situated cognition lens

[[Skott_2001_The_Emerging_Practices_of_a_Novice_Teacher_The_Roles_of_His_School_Mathematics_Images|Skott (2001)]]: Study that followed Danish student teachers into their careers, and analyzed how practice did or did not reflect beliefs depending on the immediate context. Often the responsibility of running a classroom and seeing some measure of success for students outweighs a teacher's beliefs about math and math teaching and learning. Unlike Hoyles, Skott thinks this has more to do with changing the goals for an activity than the situated lens through which the activity is viewed.

[[Sztajn_2003_Adapting_Reform_Ideas_in_Different_Mathematics_Classrooms_Beliefs_Beyond_Mathematics|Sztajn (2003)]]: A study of two different teachers in different schools with the same professed beliefs, but different practices based upon the different socioeconomic status of their students

=== Summary ===

=== A Stance on Inconsistent Beliefs ===

== Changing Beliefs ==

=== Reflection and Changing Beliefs ===

=== Two Obstacles to Changing Beliefs: Teachers' Caring and Teachers' Belief That Teaching is Telling ===

=== Summary ===

= Teachers' Beliefs, Part II: Four Areas of Research =

It's a bit confusing that Philipp immediately follows with, "Three major areas of research ..." (p. 281), then tacks on "oh yeah, we'll look at beliefs about gender, too" which I assume is the fourth area.

== Teachers' Beliefs Related to Students' Mathematical Thinking ==

=== Elementary School Teachers' Beliefs Related to Students' Mathematical Thinking ===

=== Preservice Elementary School Teachers' Beliefs Related to Students' Mathematical Thinking ===

=== Secondary School Teachers' Beliefs Related to Students' Mathematical Thinking ===

[[Nathan_Koedinger_2000_|Nathan & Koedinger (2000)]]: Symbol versus verbal precedence models; ''expert blind spot''

=== Summary ===

== Teachers' Beliefs Related to or Changed by Use of Mathematics Curricula ==

[[Remillard_Bryans_2004|Remillard & Bryans (2004)]]:

<blockquote>Remillard and Bryans found that Reston's 'general mistrust of published materials trumped any potential compatibility between her beliefs about mathematics and those represented in the book' (p. 366). That is, her orientation toward curriculum, not her beliefs about mathematics, teaching and learning, explained her skeptical approach to the curriculum and led her to use the curriculum only as a collection of useful activities. (p. 289)
</blockquote>
=== Summary ===

== Teacher's Beliefs About Technology ==

=== Summary of Teachers' Beliefs About Technology ===

== Mathematics Teachers' Beliefs Related to Gender ==

= Research on Teachers' Affect Since 1992 =

== Relationship Between Affect and Achievement ==

== Mathematics Teachers' Affect ==

=== Summary of Studies of Elementary School Teachers' Mathematics Anxiety ===

== Frameworks for Considering Affect: Extending Mandler's Framework ==

== Mathematical Intimacy, Integrity, and Meta-Affect ==

== Summary of Teachers' Affect ==

= Beyond Belief and Affect? =

== Teachers' Orientations ==

== Teachers' Perspectives ==

== Communities of Practice and Teacher Identity ==

=== Summary ===

= Some Themes and Final Thoughts =

== Changing Beliefs, Infusing Affect ==

== Constructs, Measurement, and to the Future ==