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Association: Name: North American Chapter of the International Group for the Psychology of Mathematics Education URL: http://www.pmena.org
Citation: URL: http://www.allacademic.com/meta/p117610_index.html Direct Link: HTML Code:

Leatham, Keith. "Viewing Teachers’ Beliefs as Sensible Systems" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada, Oct 21, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p117610_index.html>

Leatham, K. R. , 2004-10-21 "Viewing Teachers’ Beliefs as Sensible Systems" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p117610_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: Research on teachers’ beliefs often takes a positivistic approach to belief structure, assuming that teachers can easily articulate their beliefs and that there is a one-to-one correspondence between what teachers state and what researchers think those statements mean. Research conducted under this paradigm often reports inconsistencies among teachers’ beliefs as well as between their beliefs and their actions. The proposed paper will explore an alternative framework that views teachers as inherently sensible rather than inconsistent beings. Through the lens of coherentism, teachers’ beliefs are not seen as inconsistent; rather, researchers’ interpretations of teachers’ beliefs as well as teachers’ abilities to articulate those beliefs are seen as problematic. When apparent inconsistencies arise, the framework calls for further elucidation; it calls for a deeper understanding of teachers’ beliefs and a better understanding of our inferences as researchers.

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