caa a22 4500 606187987 CHVBK 20210128100843.0 cr unu---uuuuu 210128e20150401xx s 000 0 eng 10.1007/s10857-014-9276-5 doi (NATIONALLICENCE)springer-10.1007/s10857-014-9276-5 Cross Francis Dionne Mathematics Education, Indiana University, WW Wright Education Building, 201 N Rose Avenue, 47405, Bloomington, IN, USA aut Dispelling the notion of inconsistencies in teachers' mathematics beliefs and practices: A 3-year case study [Elektronische Daten] [Dionne Cross Francis] Researchers in the field of mathematics education have focused on beliefs as a significant area of study because of the influence of beliefs on what is taught and learned. Much of the research in this area speaks about inconsistency between teachers' beliefs about mathematics teaching and learning and their classroom practices. In this case study, I look beyond two elementary teachers' perceived inconsistencies to gain a better understanding of the nature of their beliefs and how they are organized. Data were gathered from individual and focus group interviews, classroom observations, email communications, and researcher memos over the course of 3years. Results showed that non-mathematics beliefs and contextual factors took precedence in certain classroom situations and contextual factors had an intervening influence on the actualization of beliefs. Several theoretical, methodological and practical implications of the findings are discussed. Springer Science+Business Media Dordrecht, 2014 Teacher beliefs nationallicence Teacher practices nationallicence Mathematics beliefs nationallicence Beliefs system nationallicence Journal of Mathematics Teacher Education Springer Netherlands 18/2(2015-04-01), 173-201 1386-4416 18:2<173 2015 18 10857 https://doi.org/10.1007/s10857-014-9276-5 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10857-014-9276-5 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Cross Francis Dionne Mathematics Education, Indiana University, WW Wright Education Building, 201 N Rose Avenue, 47405, Bloomington, IN, USA aut NATIONALLICENCE 773 0- Journal of Mathematics Teacher Education Springer Netherlands 18/2(2015-04-01), 173-201 1386-4416 18:2<173 2015 18 10857