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Defining mathematical problems and problem solving: prospective primary teachers' beliefs in Cyprus and England
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0003-3679-9187
2014 (English)In: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050X, Vol. 26, no 2, 279-299 p.Article in journal (Refereed) Published
Abstract [en]

Based on the idea that mathematics education is, in general, culturally located, this paper discusses the cultural dimensions of prospective elementary teachers’ beliefs in Cyprus and England, and how these relate to the general educational culture of the two countries. Two volunteer groups (twelve students from each country) from a notable university in each country accepted an open invitation for participation and were qualitatively interviewed. This paper discusses two common sub-themes that emerged under the general theme, Explicit Pedagogic Practice, and takes into close consideration students’ beliefs about the use of teaching resources and group work. The findings suggest that the beliefs held by each cohort are framed by the cultural educational rhetoric of its respective country. In the conclusion of the paper, some implications about teacher education are discussed.

Place, publisher, year, edition, pages
2014. Vol. 26, no 2, 279-299 p.
Keyword [en]
Culture, mathematics, prospective teachers’ beliefs, teacher education
National Category
Educational Sciences
Research subject
URN: urn:nbn:se:su:diva-104472DOI: 10.1007/s13394-013-0098-zOAI: diva2:723376
Available from: 2014-06-10 Created: 2014-06-10 Last updated: 2016-12-15Bibliographically approved

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