A multiple case study of teachers referring to their own religious beliefs in mathematics teaching

Yip Cheung CHAN, Ngai Ying WONG

Research output: Contribution to journalArticle

Abstract

There is a need to integrate religious education and spiritual education across school curriculum. This paper reports one of the few empirical studies on bridging the intention-practice gap in classrooms. Six school teachers deliberately designed and implemented mathematics lessons which referred to their own religious beliefs in teaching. It unfolds teachers’ intention to enact their religious beliefs in mathematics classroom teaching. Different modes were identified. Implications to religious education in schools are offered. Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)243-255
JournalInternational Journal of Children’s Spirituality
Volume21
Issue number3-4
Early online dateNov 2016
DOIs
Publication statusPublished - 2016

Fingerprint

religious education
mathematics
classroom
school education
Teaching
teacher
school
curriculum
Group

Citation

Chan, Y.-C., & Wong, N.-Y. (2016). A multiple case study of teachers referring to their own religious beliefs in mathematics teaching. International Journal of Children’s Spirituality, 21(3-4), 243-255.

Keywords

  • Religious education across school subjects
  • Enactment of religious beliefs
  • Personal religious beliefs
  • Practices in mathematics teaching