Inside the mathematics classroom who really knows the right answer?

QUESTION 1. What are the basic dimensions around which teachers beliefs about teaching and learning could be organized? 96 teachers from high schools (language and math); 3 questionnaires 7 basic dimension: Teachers belief scale: modern and traditional set of beliefs Teachers Sense of Efficacy Scale: motivating students and class discipline List of teaching practices: participatory practice, practice focused on atmosphere and practice focused on class structure QUESTION 2. What types of teachers could be singled out based on identified basic dimensions? 4 teacher types 1. 2. 3. 4. laissez-faire group traditional stressing on atmosphere group traditional group modern group
Jelena Radii, University of Belgrade jelenaradisic4@gmail.com

Understanding the lens, through which teachers vision their criteria of success, and their role in learning as well as teaching, is critical to then asking about the effects (Hattie, 2009)

QUESTION 3. What is the distribution of mathematics teachers at upper secondary levels considering these types? 41% traditional type 41% traditional stressing atmoshere type 15% laissez-faire group 2% modern type

QUESTION 4. Considering teachers beliefs and practice, where could consistencies and (or) contradictions be found in each of the selected types? ACTIVITIES IN CLASS
laissez faire tch modern tch
T/A tch (2) T/A tch (1) traditional tch (3) traditional tch (2) traditional tch (1) 0% 20% 40% 60% 80% 100% modern tch T/A tch (2) T/A tch (1)

CLASSROOM INTERACTION
laissez faire tch

traditional tch (3)

traditional tch (2) traditional tch (1) 0% 20% 40% 60% 80% 100%

administration teacher talk/demonstration working on task review instruction for individual learning other teacher talk dominates teacher - small number of students teacher-majority students seat work student in front board / teacher dictates seat work/class work