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(2014). Beyond questionnaires – Exploring adult education teachers’mathematical beliefs with pictures and interviews. Adults Learning Mathematics: An International Journal, 9(2), 35-53.  \nBeyond questionnaires – Exploring adult education teachers’  \nmathematical beliefs with pictures and interviews  \nSonja Beeli-Zimmermann  \nUniversity of Bern  \nBern, Switzerland  \n\u003C[sonja.beeli@edu.unibe.ch](sonja.beeli@edu.unibe.ch)>  \nAbstract  \nBecause of the impact that mathematical beliefs have on an individual’s behaviour, they are generally well researched. However, little mathematical belief research has taken place in the field of adult education. This paper presents preliminary results from a study conducted in this field in Switzerland. It is based on Ernest’s (1989) description of mathematics as an instrumental, Platonist or problem solving construct. The analysis uses pictures drawn by the participants and interviews conducted with them as data. Using a categorising scheme developed by Rolka and Halverscheid (2011), the author argues that adults’mathematical beliefs are complex and especially personal aspects are difficult to capture with said scheme. Particularly the analysis of visual data requires a more refined method of analysis.  \nKey words: adult education teachers, mathematical beliefs, qualitative methods, content analysis  \nIntroduction  \nBeliefs and their influence on an individual’s actions have been researched for over a century. In the field of education belief research has gained momentum after the cognitive revolution, which led to more interest in teachers’ thinking and decision-making processes (Thompson, 1992) . More specifically, beliefs relating to mathematics and the teaching of mathematics have been investigated ina number of contexts, and while in some areas concrete results have been produced, open questions remain. The “unevenness” of mathematical belief research not only applies to the geographic distribution and to particular thematic areas, as identified by Pehkonen (2004), but also to specific target groups. The field of adult education, more specifically adult basic education, seems to be particularly neglected. While Taylor (2002; 2003) or Dirkx and Sprugin (1992) discuss general beliefs of adult educators, only a limited number of studies on mathematical beliefs of adult educators could be identified 17. The study presented in this paper, therefore, aims at contributing to this neglected field and describes the mathematical beliefs of five Swiss adult education teachers. In line with its exploratory nature, its overall approach is a qualitative one. On the basis of the work of Rolka and Halverscheid (2011) pictures created by the participants themselves are used in combination with interview data to explore these adult education teachers’mathematical beliefs. In addition to interpreting these data, the usefulness of different data sources as well as the suitability of the employed methodology is assessed.  \n17 Among these few two contributions from previous ALM proceedings are worth mentioning: Henningsen and Wedege (2003) discussed the issue of values and mathematics, and Stone (2009) looks at how the institutions in which teachers work affect their beliefs and practice in the classroom.  \nVolume 9(2)–November 2014 35  \nTheoretical framework  \nThe need for a generally accepted definition for beliefs has already been postulated more than twenty years ago, for example by Pajares (1992) and Thompson (1992) . Yet even in the seminal work on mathematical beliefs by Leder, Pehkonen and Törner (2002), no generally agreed upon definition has been identified or proposed. Beliefs are considered “a messy construct”(Pajares, 1992) and the wide variety of definitions is occasionally considered one of the reasons for the lack of progress in this research field (Pajares, 1992) . Very often terms such as conceptions, attitudes, values, judgements or personal theories – to name a few – are us","cbCaiueuqF9Qc786","https://ap.wps.com/l/cbCaiueuqF9Qc786","pdf",4188881,"English","# Abstract\n# Introduction\n# Theoretical framework\n# Methodological framework, procedure and participants","[{\"question\":\"How does the study conceptualize “beliefs” and “mathematical world views”?\",\"answer\":\"Beliefs are treated as a person’s world view with both cognitive and affective elements, including conscious and subconscious components. Mathematical world views are described using Ernest’s three contrasting views: problem-solving, instrumentalist, and Platonist.\"}]","Beyond questionnaires - Exploring adult education teachers’ mathematical beliefs with pictures and interviews | PDF",1792065479,48]