Reconstructing Teachers ́ Beliefs on Calculus
نویسندگان
چکیده
The teachers’ instructional planning, their classroom practices that impact on their students’ knowledge and beliefs could be understood as individual beliefs systems dependent from their actual teaching and learning experience. This individual experience might be contradictory when we regard different teachers or one teacher concerning different mathematical disciplines. For this reason, this report focuses on teachers ́ beliefs with different levels of experience about their teaching of a specific mathematical domain, i.e. calculus that is a central part of the (German) curriculum at upper secondary level. After a brief outline of the theoretical framework and methodology of this research project, results of the qualitative reconstruction of different types of teachers ́ beliefs on calculus will be explained.
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