Teachers’ Individual Beliefs about the Roles of Visualization in Classroom
In: CERME9 : Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / Vondrova, Naďa; Krainer, Konrad (Eds.). - CERME9; Prague, Czech Republic; 04.02.-08.02.2015 - Praque: Charles University in Prague, Faculty of Education, ERME, 2015, pp. 1266 - 1272
2015-02Essay (Conference) in Conference proceedingsOpen Access
Faculty of Process Engineering, Energy and Mechanical Systems » Institute of Product Development and Engineering Design
Title:
Teachers’ Individual Beliefs about the Roles of Visualization in Classroom
Author:
Schmitz, AngelaTH Köln
- DHSB-ID
- THK0002860
- SCOPUS
- 58092864600
- Other
- person connected with TH Köln
Date published:
2015-02
„Publication Channel“:
Open Access
Language of text:
English
Keyword, Topic:
Teachers’ Beliefs ; Visualization ; Domain-Specific ; Fractions ; Algebra
Type of resource:
Text
Access Rights:
open access
Peer Reviewed:
Peer Reviewed
Practice Partner:
No
Category:
Research
Part of statistic:
Not part of statistic
Abstract in English:
This paper investigates mathematics teachers’ beliefs regarding the roles of visualization for teaching fractions and algebra. The paper discusses the construct of beliefs and theoretical roles of visualization. We further give rationale for the qualitative approach of our study. In the results we compare two teachers’ beliefs from a larger sample. We work out that, although both teachers use visual representations in a similar way, they assign different roles to their respective use. Their beliefs appear to be stable across subdomains. We discuss our impression that the teachers emphasize other roles of visualization than educational research implies.