Cognitive dissonances in mathematics teachers

A cross-case study

Abstract

The presence of socio-affective variables is a constant in classroom interactions between teachers and students, and teachers need to understand how such affect and shape teaching and learning experiences. This research focuses on the search for cognitive dissonances that might occur in teachers who teach mathematics, identifying discrepancies between what they value and how they put it into practice in the classroom. A cross-case study research design is chosen to facilitate the comparison of similarities and differences between units of analysis or cases. The results show variations in the discrepancies obtained according to the selected study variables of gender, educational stage, and teaching experience.