Mathematics Secondary School Teachers of Beliefs, Teaching Practices and Pedagogical Content Knowledge

Anderson, R. K., Boaler, J & Dieckmann, J. A. (2018). Achieving elusive teacher change through challenging myths about learning: A blended approach. Education Sciences, 8(3), 98. DOI 10.3390/educsci8030098.
Ansah, J. K., Quansah, F., & Nugba, R. M. (2020). Mathematics Achievement in Crisis’: Modelling the Influence of Teacher Knowledge and Experience in Senior High Schools in Ghana. Open Education Studies, 2(1), 265-276. https://doi.org/10.1515/edu-2020-0129.
Bash, K. L., Smith, H. M. C., & Trantham, P. S. (2020). A Systematic Methodological Review of Hierarchical Linear Modeling in Mixed Methods Research. Journal of Mixed Methods Research, 1558689820937882. https://doi.org/10.1177/0149206313478188
Barkatsas, A. T., & Malone, J. (2005). A typology of mathematics teachers’ beliefs about teaching and learning mathematics and instructional practices. Mathematics Education Research Journal, 17(2), 69-90.
https://doi.org/10.1007/BF03217416.
Beswick, K. (2005). The Beliefs Practice Connection in Broadly Defined Contexts.
Mathematics Education Research Journal, 17(2), 39-68.
DOI: 10.1007/BF03217415
Black, D. J. W. (2007). The Relationship of Teachers’ Content Knowledge and Pedagogical Content Knowledge in Algebra, and Changes in Both Types of Knowledge as a Result of Professional Development. Dissertation of Doctorate in University of Auburn, Alabama.
Campbell, P. F., Rust, A. H., Nishio, M., DePiper, J. N., Smith, T. M., Frank, T. J., Choi, Y. (2014). The relationship between teachers' mathematical content and pedagogical knowledge, teachers' perceptions, and student achievement. Journal for Research in Mathematics Education, 45(4), 419-459. DOI: 10.5951/jresematheduc.45.4.0419
Charalambous, C. Y., Hill, H. C., Chin, M. J., & McGinn, D. (2019). Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning. Journal of Mathematics Teacher Education, 1-35.
Coppock, A., Leeper, T. J., & Mullinix, K. J. (2018). Generalizability of heterogeneous treatment effect estimates across samples. Proceedings of the National Academy of Sciences, 115(49), 12441-12446. doi: 10.1073/pnas.1808083115.
Escandon, J. S. (2020). ‘Pre-service teachers’ efficacy beliefs and attitude towards mathematics’. In 6th URV Doctoral Workshop in Computer Science and Mathematics, 49.
Evans, D. B. (2003). Early Childhood (K-5) Preservice Teachers’ Beliefs About Mathematics, Teaching Mathematics and Learning Mathematics. Dissertation of Doctorate in Education, Georgia Southern University.
Hackenberg, A. J., Creager, M., & Eker, A. (2020). Teaching practices for differentiating mathematics instruction for middle school students. Mathematical Thinking and Learning, 1-30.
https://doi.org/10.1080/10986065.2020.1731656;

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis: A Global Perspective. New Jersey, Pearson Prentice Hall.
Handal, B. (2003). Teachers’ Mathematical Beliefs: A Review. The Mathematics Educator, 13(2): 47-57.
Jung, E., Zhang, Y., & Chiang, J. (2019). Teachers’ Mathematics Education and Readiness Beliefs, and Kindergarteners’ Mathematics Learning. International Journal of Education in Mathematics Science and Technology, 22–39. http://doi.org/10.18404/ijemst.552416
Karatas, I., Tunc, M. P., Yilmaz, N., & Karaci, G. (2017). An investigation of technological pedagogical content knowledge, self-confidence, and perception of pre-service middle school mathematics teachers towards instructional technologies. Journal of Educational Technology & Society, 20(3), 122-132.
Leong, K. E., Chew, C. M., & Rahim, S. S. A. (2015). Understanding Malaysian pre- service teachers mathematical content knowledge and pedagogical content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 11(2), 363-370. doi: 10.12691/education-4-8-10.
Lubinski, C. A., & Vace, N. N. (1994). The Influence of Teachers’ Beliefs and Knowledge on Learning Environments. Arithmetic Teacher, 476-479.
Lo, W. Y. (2021). Pre-Service Teachers’ Prior Learning Experiences of Mathematics and the Influences on Their Beliefs about Mathematics Teaching. International Journal of Instruction, 14(1), 795-812. doi: 10.1007/s10763-016-9719-9
Lowrie, T., & Jorgensen, R. (2016). Pre-service teachers’ mathematics content knowledge: implications for how mathematics is taught in higher education. Teaching Mathematics and Its Applications. An International Journal of the IMA, 35(4), 202-215. https://doi.org/10.1093/teamat/hrv008.
Markovits, Z., & Forgasz, H. (2017). “Mathematics is like a lion”: Elementary students’ beliefs about mathematics. Educational Studies in Mathematics, 96(1), 49-64. doi:10.1007/s10649-014-9550-6.
Metsäpelto, R. L., Zimmermann, F., Pakarinen, E., Poikkeus, A. M., & Lerkkanen, M.
K. (2020). School grades as predictors of self-esteem and changes in internalizing problems: A longitudinal study from fourth through seventh grade. Learning and Individual Differences, 77, 101807.
DOI10.1016/j.lindif.2019.101807
Mills, R., Bourke, T., & Siostrom, E. (2020). Complexity and contradiction: Disciplinary expert teachers in primary science and mathematics education. Teaching and Teacher Education, 89, 103010.
DOI: 10.1016/j.tate.2019.103010; Corpus ID: 213148162
Muhtarom, M., Juniati, D., & Siswono, Y. (2019). Examining Prospective Teachers Belief and Pedagogical Content Knowledge towards Teaching Practice in Mathematics Class: A Case Study. J. Math. Educ, 10(2), 185-202.
https://doi.org/10.1007/978-94-007-6437-8_10
Palardy, G. J., & Rumberger, R. W. (2008). Teacher Effectiveness: The Importance of Background Qualifications, Attitudes, and Instructional Practices for Student Learning. Educational Evaluation and Policy Analysis, 30(2), 111-140.
Palmer, D. J., Stough, L. M., Burdenski, T. K. Jr., & Gonzales, M. (2005). Identifying teacher expertise: An examination of researchers’ decision making.

Potari, D., & Georgiadou-Kabouridis, B. (2009). A primary teacher’s mathematics teaching: the development of beliefs and practice in different “supportive” contexts. Journal of Mathematics Teacher Education, 12, 7-25. DOI, 10.1007/s10857-008-9091-y.
Raymond, A. M. (1997). Inconsistency between a beginning elementary school teachers’ mathematics beliefs and teaching practices. Journal for Research in Mathematics Education, 4, 550-576.
Reeder, S. L. (2002). Emergent mathematics curriculum: a case study of two teachers.
Dissertation of Doctorate in University of Oklahama, Norman.
Rowan, B., Correnti, R., & Miller, R. J. (2002). What large scale, survey research tells us about teacher effects on student achievement: Insights from the prospect study of elementary schools. Teacher College Record, 104,1525-1567. https://doi.org/10.1111/1467-9620.00212
Shaw, K. L. (1989). Contrasts of Teacher Ideal and Actual Beliefs About Mathematics Understanding: Three Case Studies. Ed.D Dissertation (abstract). University of Georgia.
Shuhua, A., Kulm, G., & Zhonghe, W. (2004). The pedagogical content knowledge of middle school, mathematics teachers in China and the U.S. Journal of Mathematics Teachers Education, 7, 145-172.
https://doi.org/10.1023/B:JMTE.0000021943.35739.1c.
Shulman, L. S. (1986). Those who understand: A conception of teacher knowledge.
American Educator, 10(1), 43–44.
Simon, M. A., Tzur, R., Heinz, K., & Kinzel, M. (2000). Characterizing a perspective underlying the practice of mathematics teachers in transition. Journal for Research in Mathematics Education, 24, 117-135. DOI: https://doi.org/10.2307/749888
Slavit, D., & deVincenzi, A. T. (2020). The Development of Prospective Middle Level Teachers’ Mathematical Knowledge in a Multi-site Educational Setting. International Electronic Journal of Mathematics Education, 15(3), em0612.
https://doi.org/10.29333/iejme/9131
Speer, M. N. (2005). Issues of methods and theory in the study of mathematics teachers professed and attributed beliefs. Educational Studies in Mathematics, 58: 361-391. https://doi.org/10.1007/s10649-005-2745-0.
Swan, M. (2006). Designing and using research instruments to describe the beliefs and practices of mathematics teachers. Research in Education, 75(1), 58-70.
https://doi.org/10.7227/RIE.75.5
Stuart, C., & Thurlow, D. (2000). Making it their own: Preservice teachers experiences, beliefs and classroom practices. Journal of Teacher Education, 5(1), 113-121. https://doi.org/10.1177/002248710005100205
Swars, S. L., Smith, S. Z., Smith, M. E., & Hart, L. C. (2006). Elementary Preservice Teachers’ Changing Pedagogical and Efficacy Beliefs during Developmental Teacher Preparation Program. Proceedings PME-NA 2-548. U.S.science and mathematics education http://ime.lisd.k12.mi.us/MSCI/Timms.html.
Tennant, A., & Pallant, J. F. (2012). The root means square error of approximation (RMSEA) as a supplementary statistic to determine fit to the Rasch model with large sample sizes. Rasch Meas Trans, 25(4), 1348.
Thompson, A. G. (1992). ‘Teachers’ beliefs and conceptions: A synthesis of the Research’. In D.A. Grouws. Handbook of Research on Mathematics Teaching and Learning. New York, MacMillan: 127-146.
Viholainen, A., Asikainen, M., & Hirvonen, P. E. (2017). Mathematics student teachers’ epistemological beliefs about the nature of mathematics and the goals of mathematics teaching and learning in the beginning of their studies. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), 159-171. https://doi.org/10.12973/eurasia.2014.1028a
Voss, T., Kleickmann, K., Kunter, M., & Hachfeld, A. (2013). Mathematics Teachers’ Beliefs in M. Kunter (Ed.), Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers, Mathematics Teacher Education 8 (pp. 249-271). DOI 10.1007/978-1-4614-5149-5_12
Wilkins, J. L. M. (2008). The relationship among elementary teachers’ content knowledge, attitude, beliefs, and practices. Journal Mathematics Teachers Education, 11: 139-164. https://doi.org/10.1007/s10857-007-9068-2.
Wilson, M. S., & Cooney, T. (2002). Mathematics teacher change and development. In Gill=ah C. Leder, Erkki Pehkonen & Gunter Torner. (2002). Beliefs: A hidden variable in mathematics education. Dordrecht: Kluwer Academic Publishers.
Yates, S. M. (2006). Primary teachers’ mathematics beliefs, teaching practices and curriculum reform experiences. http://www.aare.edu.au/06pap/yat06450.pdf.
Yang, X., Kaiser, G., König, J., & Blömeke, S. (2020). Relationship between pre- service mathematics teachers’ knowledge, beliefs, and instructional practices in China. ZDM Mathematics Education, 1-14. OI: 10.1007/s11858-020-01145-x

In-Text Citation: (Maat et al., 2021)
To Cite this Article: Maat, S. M., Yaniawani, R. P., Adnan, M., Sofwan, M., & Mahmud. (2021). Mathematics Secondary School Teachers of Beliefs, Teaching Practices and Pedagogical Content Knowledge. International Journal of Academic Research in Progressive Education and Development, 10(2), 992–1005.

Copyright: © 2021 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode