Views and Beliefs in Mathematics Education: Results of the 19th MAVI Conference (Freiburger Empirische Forschung in der Mathematikdidaktik)

International mathematics education researchers give a differentiated overview of views and beliefs of both teachers and students. Beliefs about how to teach mathematics have a high impact on the instructional practice of teachers. In the same way, views and beliefs about mathematics are an essential factor to explain achievement and performance of students. The 19th MAVI conference added a variety of research perspectives to the international discussions of mathematics related beliefs. The authors of this volume have compiled a rich selection of research results, which may further enhance the discussion of MAVI topics in the future. Contents Teachers ́Beliefs in Mathematics Education Beliefs in Teacher Training and Novice Teachers? Beliefs Beliefs and Technology Beliefs and Problem Solving Target Groups Academics and students in the field of mathematics education Teachers and their training supervisors The Editors Carola Bernack-Schüler and Ralf Erens are PhD candidates and research assistants at the Institute of Mathematics Education at the University of Education Freiburg. Prof. Dr. Andreas Eichler and Prof. Dr. Timo Leuders are researchers at the Institute of Mathematics Education at the University of Education Freiburg. Andreas Eichler has recently changed position to the University of Kassel Front Matter....Pages I-IX Teacher Identity as a Theoretical Framework for Researching Out-of-Field Teaching Mathematics Teachers....Pages 1-13 Teachers’ Geometrical Paradigms as Central Curricular Beliefs in the Context of Mathematical Worldviews and Goals of Education....Pages 15-26 Changes in Finnish Teachers’ Mathematical Beliefs and an Attempt to Explain Them....Pages 27-41 Chilean and Finnish Teachers’ Conceptions on Mathematics Teaching....Pages 43-53 Preschool Teachers’ Conceptions about Mathematics....Pages 55-66 Support or Restriction: Swedish Primary School Teachers’ Views on Mathematics Curriculum Reform....Pages 67-80 Understanding Pre-Service Teachers’ Belief Change during a Problem Solving Course....Pages 81-93 Teachers’ Beliefs Systems Referring to the Teaching and Learning of Arithmetic....Pages 95-107 We Think so, Me and My Mom – Considering External Participation inside Teacher Training....Pages 109-120 Primary School Teachers’ Image of a Mathematics Teacher....Pages 121-132 The Use of Technology in Calculus Classrooms – Beliefs of High School Teachers....Pages 133-144 Mathematics Student Teachers’ Metaphors for Technology in Teaching Mathematics....Pages 145-157 A Study of Mathematics Teachers Conceptions of Their Own Knowledge of Technological Pedagogical Content Knowledge (TPACK)....Pages 159-169 Why Do Experts Pose Problems for Mathematics Competitions?....Pages 171-181 Beliefs and Mathematical Reasoning during Problem Solving across Educational Levels....Pages 183-195 Investigating Mathematical Beliefs by Using a Framework from the History of Mathematics....Pages 197-211 Students’ Gazes: New Insights into Student Interactions....Pages 213-226 Epistemological Judgments in Mathematics: An Interview Study Regarding the Certainty of Mathematical Knowledge....Pages 227-238 Back Matter....Pages 239-242 International mathematics education researchers give a differentiated overview of views and beliefs of both teachers and students. Beliefs about how to teach mathematics have a high impact on the instructional practice of teachers. In the same way, views and beliefs about mathematics are an essential factor to explain achievement and performance of students. The 19th MAVI conference added a variety of research perspectives to the international discussions of mathematics related beliefs. The authors of this volume have compiled a rich selection of research results, which may further enhance the discussion of MAVI topics in the future. Contents Teachers ́Beliefs in Mathematics Education Beliefs in Teacher Training and Novice Teachers? Beliefs Beliefs and Technology Beliefs and Problem Solving Target Groups Academics and students in the field of mathematics education Teachers and their training supervisors The Editors Carola Bernack-Schüler and Ralf Erens are PhD candidates and research assistants at the Institute of Mathematics Education at the University of Education Freiburg. Prof. Dr. Andreas Eichler and Prof. Dr. Timo Leuders are researchers at the Institute of Mathematics Education at the University of Education Freiburg. Andreas Eichler has recently changed position to the University of Kassel