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Abstract: |
A common problem in belief research seems to be a missing link between aspects of theory and empirical analyses and results. This issue highlights a question of how dependent empirical studies about beliefs actually are on the theoretical perspective described in the study. In this paper, I examine relationships between two different perspectives. One perspective focuses on belief change, and seems to rely on a type of cognitive perspective, where beliefs can be characterized as mental objects. The other perspective argues for moving away from such cognitive perspective and instead to adopt a participatory perspective in the analysis of mathematics teaching. The results show that the study about belief change is not dependent on seeing beliefs as mental objects, but that this study could as well have been located within a participatory perspective.
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Magnus Österholm
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Umeå University
Umeå School of Education
Faculty of Science and Technology
Department of Science and Mathematics Education
Umeå Mathematics Education Research Centre
Mid Sweden University
Faculty of Science, Technology and Media
Department of Engineering, Mathematics and Science Education
Monash University
Faculty of Education
Linköping University
The Institute of Technology
Department of Mathematics
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