Life stories and concept maps: A means for understanding mathematics beliefs and practices.

The purpose of this paper is to present preliminary findings from my doctoral research. The study focuses on the interrelationship between teachers’ mathematics histories, confidence and personalities, social context, and the development of mathematics and pedagogic beliefs. The interrelationships are investigated as factors impacting the process of changing mathematics teaching practices. The paper discusses the purpose for combining two data collection instruments: mathematics life story interviews and concept mapping activities. I suggest that through utilizing both instruments, in combination, it may be possible to develop a more comprehensive understanding of teachers’ past experiences and the impact of those experiences on the development of beliefs. [ABSTRACT FROM AUTHOR]