Mathematics teachers’ beliefs: on their way into building thinking classrooms

Janne Fauskanger; Reidar Mosvold; Peter Liljedahl

Mathematics teachers’ beliefs

on their way into building thinking classrooms

Authors

Janne Fauskanger University of Stavanger, Norway https://orcid.org/0000-0001-5840-1227
Reidar Mosvold University of Stavanger, Norway https://orcid.org/0000-0002-0003-6770
Peter Liljedahl Simon Fraser University, Canada https://orcid.org/0000-0003-3149-2282

Keywords:

mathematics teachers’ beliefs, teaching, learning, knowledge for teaching

Abstract

This study investigates lower secondary mathematics teachers’ beliefs about mathematics, learning, teaching, and knowledge essential for teaching, prior to their participation in a professional development program that focuses on implementing Peter Liljedahl’s “Building Thinking Classrooms” (BTC) approach. We found that teachers a priori beliefs about mathematics, the teaching of mathematics, the learning of mathematics, and mathematical knowledge for teaching served, in some cases, as barrier to the adoption of the ideas and practices of BTC and, in other cases, served as a benefit.

Downloads

Published

2026-05-06

How to Cite

Fauskanger, J., Mosvold, R., & Liljedahl, P. (2026). Mathematics teachers’ beliefs: on their way into building thinking classrooms. LUMAT-B: International Journal on Math, Science and Technology Education, 11(2), 3. Retrieved from https://journals.helsinki.fi/lumatb/article/view/2797