Titlebook: Beliefs: A Hidden Variable in Mathematics Education?; Gilah C. Leder,Erkki Pehkonen,Günter T?rner Book 2002 Springer Science+Business Medi

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CBC471

https://doi.org/10.1007/978-3-662-46854-8ssues on which there was agreement and disagreement and conjecture what lies behind the differences. As a final step we make some suggestions relating to characterization of the term belief and ways of dealing with it in future research.

ORE

Bereichs- und Betriebserfolgsrechnungs description of the term “belief systems” allowing clustering of individual beliefs into a system across each of the four components. Furthermore, it makes sense to distinguish between global beliefs, domain-specific beliefs and subject-matter beliefs. The question immediately arises as to what int

FIS

https://doi.org/10.1007/978-3-662-07883-9 their change process: collaboration, colleagues in the project, and modeling of thinking and behaviors advocated. Three factors were believed by both groups to have had very little effect or actually hindered their change: the principal or school administration, colleagues in their school, and thei

Alveolar-Bone

Der Leistungsbegriff und seine Unterbegriffere important in allowing the teachers to recognize and resolve pedagogical tensions and in generating changes in their teaching. The way in which this occurred is discussed through narratives of two of the participants’ experiences and schemas of their belief structures for mathematics. Implications

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官僚統(tǒng)治

Stückerfolgs- und Auftragserfolgsrechnungct that the nature of mathematics is not something secondary students think about. When pressed, however, most of their comments deal with the procedural rather than conceptual aspects of the subject. Students also tend to feel that memorization is an important part of mathematics even though they f

草率男

Dieter Ahlert,Klaus-Peter Franzl beliefs about the nature of mathematics and its relation to the real world. Moreover, beliefs about word problems shaped by classroom culture are embedded within the nested and interacting contexts of school culture, the educational system, and society in general. We argue for the reconceptualizat

Nefarious