Teachers' beliefs on mathematics teaching - comparing different self-estimation methods - a case study
Our primary concern is the quantitive and qualitative investigation of teachers' views of mathe-matics and its teaching. Hereby, Dionne and Ernests characterization of beliefs on mathematics serves as a theoretical background; the dominant perspectives of views on mathematics can be de-scribed as toolbox aspect, system aspect and process aspect. Originally, our test subjects numbered a total of 13 experienced German teachers, whereby we restrict ourselves to 6 persons. In particu-lar the experiences with the Dionne method are to be discussed here, whereby beliefs are interpreted as weight distributions for characteristic core representations, and are quantified by this method.
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