International Electronic Journal of Mathematics Education

Teachers’ Beliefs about the Discipline of Mathematics and the Use of Technology in the Classroom
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2016 - Volume 11 Issue 2, pp. 395-419
  • Published Online: 02 Mar 2016
  • Article Views: 1967 | Article Download: 2700
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Misfeldt M, Jankvist UT, Aguilar MS. Teachers’ Beliefs about the Discipline of Mathematics and the Use of Technology in the Classroom. Int Elect J Math Ed. 2016;11(2), 395-419.
APA 6th edition
In-text citation: (Misfeldt et al., 2016)
Reference: Misfeldt, M., Jankvist, U. T., & Aguilar, M. S. (2016). Teachers’ Beliefs about the Discipline of Mathematics and the Use of Technology in the Classroom. International Electronic Journal of Mathematics Education, 11(2), 395-419.
Chicago
In-text citation: (Misfeldt et al., 2016)
Reference: Misfeldt, Morten, Uffe Thomas Jankvist, and Mario Sánchez Aguilar. "Teachers’ Beliefs about the Discipline of Mathematics and the Use of Technology in the Classroom". International Electronic Journal of Mathematics Education 2016 11 no. 2 (2016): 395-419.
Harvard
In-text citation: (Misfeldt et al., 2016)
Reference: Misfeldt, M., Jankvist, U. T., and Aguilar, M. S. (2016). Teachers’ Beliefs about the Discipline of Mathematics and the Use of Technology in the Classroom. International Electronic Journal of Mathematics Education, 11(2), pp. 395-419.
MLA
In-text citation: (Misfeldt et al., 2016)
Reference: Misfeldt, Morten et al. "Teachers’ Beliefs about the Discipline of Mathematics and the Use of Technology in the Classroom". International Electronic Journal of Mathematics Education, vol. 11, no. 2, 2016, pp. 395-419.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Misfeldt M, Jankvist UT, Aguilar MS. Teachers’ Beliefs about the Discipline of Mathematics and the Use of Technology in the Classroom. Int Elect J Math Ed. 2016;11(2):395-419.

Abstract

In the article, three Danish secondary level mathematics teachers’ beliefs about the use of technological tools in the teaching of mathematics and their beliefs about mathematics as a scientific discipline are identified and classified - and the process also aspects of their beliefs about the teaching and learning of mathematics. The potential relationships between these sets of beliefs are also explored. Results show that the teachers not only manifest different beliefs about the use of technology and mathematics as a discipline, but that one set of beliefs can influence the other set of beliefs. The article concludes with a discussion of the research findings and their validity as well as their implications for both practice and research in mathematics education.

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