Exploring Teacher’s Epistemic Beliefs and Emotions in Inquiry-Based Teaching of Mathematics

Abstract

In the present study, we describe the actions and decision-making of teachers in the teaching of modelling, based on their personal epistemology. The teacher’s personal epistemology (epistemic reasoning, beliefs and emotions) acts as a component of the cognitive and emotional conditions of a task required of students. The strategy of analogy as a tool to foster the students’ commitment and motivation in both real world and mathematical transitions, as well as the creation of multiple connections: both vertical (within the world of mathematics) and horizontal (within the real world, outside of mathematics) is prioritised. This paper proposes a conceptualisation of the term personal epistemology, from the current ontology and epistemology of mathematical knowledge.