The Relationship between Mathematics Teachers’ Teaching Approaches and 9th Grade Students’ Mathematical Self

Badjonova, J., & Iliško, I. (2015). Holistic Approach as Viewed by the Basic School Teachers in Latvia. Discourse and Communication for Sustainable Education. 6, (1), 132-140. DOI: 10.1515/dcse-2015-0010.10.1515/dcse-2015-0010Search in Google Scholar

Borg, M. (2001). Teachers’ beliefs. ELT Journal, 55(2), 186-188.10.1093/elt/55.2.186Search in Google Scholar

Collins, J. L. (1982). Self-efficacy and ability in achievement behavior. Paper presented at the meeting of the American Educational Research Association, New York.Search in Google Scholar

Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics teaching: The state of the art (pp. 249-254). London, Falmer Press.Search in Google Scholar

Fox, R. (2001). Constructivism examined. Oxford Review of Education, 27, 23-35.10.1080/03054980125310Search in Google Scholar

Hancock, D. R., Bray M., & Nason, S. A. (2003). Influencing university students’ achievement and motivation in a technology course. The Journal of Educational Research, 95, 365-372.10.1080/00220670209596611Search in Google Scholar

Hoffman, B., & Schraw, G. (2009). The influence of self-efficacy and working memory capacity on problem-solving efficiency. Learning and Individual Differences, 19, 91-100.10.1016/j.lindif.2008.08.001Search in Google Scholar

Holland, J. H. (1996). Hidden order: How adaptation builds complexity. New York: Basic Books.Search in Google Scholar

Huitt, W. (2006). Becoming a brilliant star: A framework for discussing formative holistic education. Paper presented at the International Networking for Educational Transformation Conference, Augusta, GA. Retrieved January 8, 2012, from http://www.edpsycinteractive.org/brilstar/brilstarintros.pdf Search in Google Scholar

Hycner, H. R. (1999). Some guidelines for the phenomenological analysis of interview data. In A. Bryman & R. G. Burgess (Eds.) Qualitative research. (pp. 143-164), London: Sage.Search in Google Scholar

Jess, M., Atencio, M., & Thorburn, M. (2008). Using complexity theory to support curricular, pedagogical and professional developments in Scottish Physical Education. Paper presented at Australian Association for Research in Education, Brisbane, Australia. Retrieved August 8, 2014, from http://www.aare.edu.au/08pap/jes08658.pdf Search in Google Scholar

Jonassen, D. (1991). Objectivism vs. Constructivism. Educational Technology Research and Development, 39(3), 5-14.10.1007/BF02296434Search in Google Scholar

Kazelskis, R. (1998). Some dimensions of mathematics anxiety: A factor analysis across instruments. Educational and Psychological Measurement, 58(4), 623-634. 75.10.1177/0013164498058004006Search in Google Scholar

Kislenko, K., Grevholm, B., & Lepik, M. (2009). Mathematics is important but boring. Students’ beliefs and attitudes towards mathematics. Retrieved August 3, 2011, from http://prosjekt.uia.no/lcm/papers/Kislenko.pdf Search in Google Scholar

Kuhn, L. (2008). Complexity and educational research: A critical reflection. Education Philosophy and Theory, 40(1), 177-189.10.1111/j.1469-5812.2007.00398.xSearch in Google Scholar

Lepik, M., & Pipere, A. (2011). Baltic-Nordic comparative study on mathematics teachers’ beliefs: Designing research instrument to describe the beliefs and practices of mathematics teachers. Acta Paedagogica Vilnensia, 27, 115-123.10.15388/ActPaed.2011.27.2960Search in Google Scholar

Lindsay, P. H., & Norman, D. A. (1977). Human information processing. New York: Academic Press.Search in Google Scholar

Ma, X., & Kishor, N. (1997). Attitude toward self, social factors, and achievement in mathematics: A meta-analytic review. Educational Psychology Review, 9(2), 89-120.10.1023/A:1024785812050Search in Google Scholar

Marsh, H. W., & Hau, K. T. (2004). Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal/ external frame of reference predictions across 26 countries. Journal of Educational Psychology, 96, 56-67.10.1037/0022-0663.96.1.56Search in Google Scholar

Morony, S., Kleitman, S., Lee, Y., & Stankov, L. (2013). Predicting achievement: Confidence vs self-efficacy, anxiety, and self-concept in Confucian and European countries. International Journal of Educational Research, 58, 79-96.10.1016/j.ijer.2012.11.002Search in Google Scholar

Morrison, K. (2008). Educational philosophy and the challenge of complexity theory. Education Philosophy and Theory, 40(1), 19-34.10.1111/j.1469-5812.2007.00394.xSearch in Google Scholar

Mubeen, S., Saeed, S., & Arif, M. H. (2013). Attitude towards mathematics and academic achievement in mathematics among secondary level boys and girls. Journal of Humanities and Social Sciences, 6(4), 38-41.Search in Google Scholar

Norman, G. (2011). Chaos, complexity and complicatedness: lessons from rocket science. Medical Education, 45, 549-559.10.1111/j.1365-2923.2011.03945.xSearch in Google Scholar

Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.10.3102/00346543062003307Search in Google Scholar

Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193 - 203.10.1037/0022-0663.86.2.193Search in Google Scholar

Pratt, D. D. (1992). Conceptions of teaching. Adult Education Quarterly, 42(4), 203-220.10.1177/074171369204200401Search in Google Scholar

Reyes, L. H. (1984). Affective variables and mathematics education. Elementary School Journal, 84, 558-581.10.1086/461384Search in Google Scholar

Salīte, I. (2015). Searching for Sustainability in Teacher Education and Educational Research: Experiences from the Baltic and Black Sea Circle Consortium for educational research. Discourse and Communication for Sustainable Education. 6, (1), 21-29. DOI: 10.1515/dcse-2015-0002.10.1515/dcse-2015-0002Search in Google Scholar

Stevens, T., Olivárez, Jr. A., & Hamman, D. (2006). The role of cognition, motivation, and emotion in explaining the mathematics achievement gap between Hispanic and White students. Hispanic Journal of Behavioral Sciences, 28(2), 161-186.10.1177/0739986305286103Search in Google Scholar

UNECE (2011). Learning for the future: Competences in Education for Sustainable Development (ECE/CEP/AC. 13/2011/6). Retrieved January 12, 2014, from http://www.lne.be/themas/natuur-en-milieueducatie/algemeen/nme-internationaal/ECE_CEP_AC13_2011_6-20COMPETENCES-20EN.pdf Search in Google Scholar

Waldrop, M. (1992). Complexity: The emerging science at the edge of order and chaos. New York: Simon & Schuster.Search in Google Scholar

Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287-301. 10.1111/1467-8624.00406Search in Google Scholar