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Teaching across subject boundaries in STEM: continuities in beliefs about learning and teaching

journal contribution
posted on 2020-01-01, 00:00 authored by Colleen Vale, Coral Campbell, Christopher Andrew Speldewinde, Pennie WhitePennie White
This study explored the teaching and learning beliefs of qualified (in-field) secondary science teachers who were teaching mathematics out-of-field that is, without qualification. The relationship between secondary teachers’ beliefs about their in-field subject—science and their out-of-field subject—mathematics was examined. The theory of boundary crossing and frameworks of beliefs about science and mathematics teaching and learning were used to explore continuities of beliefs when crossing disciplinary boundaries to teach mathematics out-of-field. Individual semi-structured interviews and video-stimulated interviews were used to collect data about teachers’ beliefs and teaching practice for science and mathematics. Continuity of beliefs across science and mathematics was more likely when teachers held traditional beliefs about science. Continuity of non-traditional beliefs about learning and teaching science and mathematics was less likely, though some teachers did show evidence of beginning to adopt, or exhibit a desire to learn more about, constructivist approaches to teaching mathematics.

History

Journal

International journal of science and mathematics education

Volume

18

Pagination

463 - 483

Publisher

Springer

Location

Singapore

ISSN

1571-0068

eISSN

1573-1774

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2019, Ministry of Science and Technology, Taiwan

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