{"id":{"repo_id":"gmu","oai_identifier":"oai:MARS:1920/14424"},"canonical_url":"https://search.dev.ndltd.org/etd/gmu/oai:MARS:1920/14424","repository":{"repo_id":"gmu","name":"George Mason University","base_url":"https://mars.gmu.edu/server/oai/request"},"display":{"title":"Exceptional Mathematics Teachers' Beliefs about the Nature of Mathematics and Teaching and Learning","abstract":"Teachers' beliefs have been shown to play a fundamental role in their choices for instruction, task selection, and pedagogical decisions (Beswick, 2019; Cross Francis et al., 2014; Kertil et al., 2021; Šapkova, 2014). When asking teachers to align their practices with those envisioned by educational reformers (e.g., NCTM, 1989; NGA Center & CCSSO, 2010), teacher educators and professional developers must address teachers' underlying beliefs about the nature of mathematics (NOM) and teaching and learning. This qualitative explorative case study aimed to identify exceptional mathematics teachers' beliefs on the nature of mathematical knowledge teaching and learning. Exceptional middle school mathematics teachers in this study were recipients of the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST). PAEMST recipients are nationally recognized for using constructivist mathematics instruction that supports student learning through inquiry-based and student-centered instruction. A blended theoretical framework based on Earnest (1998) and Schommer-Aikins (2004) was employed to examine teachers’ beliefs and the relationship between their beliefs about NOM and teaching and learning, if and how their beliefs have evolved throughout their teaching career, and the contextual factors that were influential in the evolution of their beliefs. Teachers in this study were unfamiliar with the term but did provide a definition when asked about the source, structure, and stability of mathematical knowledge. Exceptional teachers' beliefs about the NOM evolved over their careers, from seeing mathematical knowledge as fixed and authoritative to seeing it as a dynamic discovery process involving nature and patterns. This shift in their beliefs about the NOM paralleled their teaching practices, emphasizing interconnectedness, independent problem-solving, and critical thinking, aligning with a Problem-Solving paradigm. Teachers identified the learning experiences that strongly influenced the change in their beliefs as those that fostered a deep understanding of mathematical concepts, often through targeted professional development. The implications for mathematics teacher education and professional development are discussed.","abstract_html":"Teachers' beliefs have been shown to play a fundamental role in their choices for instruction, task selection, and pedagogical decisions (Beswick, 2019; Cross Francis et al., 2014; Kertil et al., 2021; Šapkova, 2014). When asking teachers to align their practices with those envisioned by educational reformers (e.g., NCTM, 1989; NGA Center & CCSSO, 2010), teacher educators and professional developers must address teachers' underlying beliefs about the nature of mathematics (NOM) and teaching and learning. This qualitative explorative case study aimed to identify exceptional mathematics teachers' beliefs on the nature of mathematical knowledge teaching and learning. Exceptional middle school mathematics teachers in this study were recipients of the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST). PAEMST recipients are nationally recognized for using constructivist mathematics instruction that supports student learning through inquiry-based and student-centered instruction. A blended theoretical framework based on Earnest (1998) and Schommer-Aikins (2004) was employed to examine teachers’ beliefs and the relationship between their beliefs about NOM and teaching and learning, if and how their beliefs have evolved throughout their teaching career, and the contextual factors that were influential in the evolution of their beliefs. Teachers in this study were unfamiliar with the term but did provide a definition when asked about the source, structure, and stability of mathematical knowledge. Exceptional teachers' beliefs about the NOM evolved over their careers, from seeing mathematical knowledge as fixed and authoritative to seeing it as a dynamic discovery process involving nature and patterns. This shift in their beliefs about the NOM paralleled their teaching practices, emphasizing interconnectedness, independent problem-solving, and critical thinking, aligning with a Problem-Solving paradigm. Teachers identified the learning experiences that strongly influenced the change in their beliefs as those that fostered a deep understanding of mathematical concepts, often through targeted professional development. The implications for mathematics teacher education and professional development are discussed.","abstract_has_math":false,"creators":["Kraft, Tammy"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-27T19:52:04Z","subjects":["Exceptional Math Teachers","Mathematics Teachers' Beliefs","Middle School Mathematics","PAEMST Awardees","The Nature of Mathematics"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:1920/14424"],"render_values":[{"text":"hdl:1920/14424","href":null,"code":true}]}]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2024"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Exceptional Math Teachers","Mathematics Teachers' Beliefs","Middle School Mathematics","PAEMST Awardees","The Nature of Mathematics"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:1920/14424"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.other","label":"Dc Description Other","values":["Teachers' beliefs have been shown to play a fundamental role in their choices for instruction, task selection, and pedagogical decisions (Beswick, 2019; Cross Francis et al., 2014; Kertil et al., 2021; Šapkova, 2014). When asking teachers to align their practices with those envisioned by educational reformers (e.g., NCTM, 1989; NGA Center & CCSSO, 2010), teacher educators and professional developers must address teachers' underlying beliefs about the nature of mathematics (NOM) and teaching and learning. This qualitative explorative case study aimed to identify exceptional mathematics teachers' beliefs on the nature of mathematical knowledge teaching and learning. Exceptional middle school mathematics teachers in this study were recipients of the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST). PAEMST recipients are nationally recognized for using constructivist mathematics instruction that supports student learning through inquiry-based and student-centered instruction. A blended theoretical framework based on Earnest (1998) and Schommer-Aikins (2004) was employed to examine teachers’ beliefs and the relationship between their beliefs about NOM and teaching and learning, if and how their beliefs have evolved throughout their teaching career, and the contextual factors that were influential in the evolution of their beliefs. Teachers in this study were unfamiliar with the term but did provide a definition when asked about the source, structure, and stability of mathematical knowledge. Exceptional teachers' beliefs about the NOM evolved over their careers, from seeing mathematical knowledge as fixed and authoritative to seeing it as a dynamic discovery process involving nature and patterns. This shift in their beliefs about the NOM paralleled their teaching practices, emphasizing interconnectedness, independent problem-solving, and critical thinking, aligning with a Problem-Solving paradigm. Teachers identified the learning experiences that strongly influenced the change in their beliefs as those that fostered a deep understanding of mathematical concepts, often through targeted professional development. The implications for mathematics teacher education and professional development are discussed."]},{"key":"dc:title","label":"Title","values":["Exceptional Mathematics Teachers' Beliefs about the Nature of Mathematics and Teaching and Learning"]}]}],"canonical_facts":{"dc:date.issued":["2024"],"dc:description.other":["Teachers' beliefs have been shown to play a fundamental role in their choices for instruction, task selection, and pedagogical decisions (Beswick, 2019; Cross Francis et al., 2014; Kertil et al., 2021; Šapkova, 2014). When asking teachers to align their practices with those envisioned by educational reformers (e.g., NCTM, 1989; NGA Center & CCSSO, 2010), teacher educators and professional developers must address teachers' underlying beliefs about the nature of mathematics (NOM) and teaching and learning. This qualitative explorative case study aimed to identify exceptional mathematics teachers' beliefs on the nature of mathematical knowledge teaching and learning. Exceptional middle school mathematics teachers in this study were recipients of the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST). PAEMST recipients are nationally recognized for using constructivist mathematics instruction that supports student learning through inquiry-based and student-centered instruction. A blended theoretical framework based on Earnest (1998) and Schommer-Aikins (2004) was employed to examine teachers’ beliefs and the relationship between their beliefs about NOM and teaching and learning, if and how their beliefs have evolved throughout their teaching career, and the contextual factors that were influential in the evolution of their beliefs. Teachers in this study were unfamiliar with the term but did provide a definition when asked about the source, structure, and stability of mathematical knowledge. Exceptional teachers' beliefs about the NOM evolved over their careers, from seeing mathematical knowledge as fixed and authoritative to seeing it as a dynamic discovery process involving nature and patterns. This shift in their beliefs about the NOM paralleled their teaching practices, emphasizing interconnectedness, independent problem-solving, and critical thinking, aligning with a Problem-Solving paradigm. Teachers identified the learning experiences that strongly influenced the change in their beliefs as those that fostered a deep understanding of mathematical concepts, often through targeted professional development. The implications for mathematics teacher education and professional development are discussed."],"dc:identifier":["hdl:1920/14424"],"dc:subject":["Exceptional Math Teachers","Mathematics Teachers' Beliefs","Middle School Mathematics","PAEMST Awardees","The Nature of Mathematics"],"dc:title":["Exceptional Mathematics Teachers' Beliefs about the Nature of Mathematics and Teaching and Learning"],"dc:type":["Dissertation"]},"updated_at":"2026-07-27T19:52:04Z"}