Relationship between mathematics teachers’ epistemological beliefs about teaching and learning, knowledge structure and teaching behaviour

This presentation by Professor Ping Yu, Institute of Curriculum and Instruction at Nanjing Normal University, Nanjing, China,  will discuss the relationships between mathematics teachers' epistemological beliefs about teaching and learning, knowledge structure, and teaching behaviour. It proposes that teachers' contextual knowledge is an intermediate variable on the causal pathway from epistemological beliefs and knowledge structure to teaching behaviour. These theoretical relationships were investigated using a structural equation model. For high quality contextual knowledge, teachers must have good theoretical knowledge and epistemological beliefs about teaching and learning; a lack of either of the two appears to affect the growth of contextual knowledge.

Details

Tuesday 8 September, 2.30-4pm
 
Frank Tate Room
Level 9, 100 Leicester Street
Melbourne Graduate School of Education
The University of Melbourne
PARKVILLE   VIC   3010

Please RSVP to pfirth@unimelb.edu.au