Contrasting research perspectives: What the evidence yields

Donna H. Foss, Robert C. Kleinsasser

Research output: Contribution to journalReview articlepeer-review

5 Scopus citations


This paper reviews pre-service elementary teachers' beliefs about mathematics and mathematics teaching and, learning from an earlier study of the mathematics methods course of a teacher education program, then overviews the data triangulation, and discusses the inconsistencies and contradictions in the data. Thus, the study offers further insight into the complexities of pre-service teachers' unwavering conceptions and their acquisition of innovative pedagogy. Questions emerged about the inconsistencies between what was said and what was done. For example, why were the pre-service teachers' responses in surveys and interviews inconsistent with their instructional behavior? Explanations to this and other questions are offered to shed some light on two of the most unsettling features of teacher education: changing pre-service teachers' beliefs and their learning of mathematics pedagogy.

Original languageEnglish (US)
Pages (from-to)271-295
Number of pages25
JournalTeachers and Teaching: Theory and Practice
Issue number3
StatePublished - 2001
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)


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