@article {Hoz:October 2008:0020-739X:905,
	author = "Hoz, Ron",
	author = "Weizman, Geula",
	title = "A revised theorization of the relationship between teachers' conceptions of mathematics and its teaching",
	journal = "International Journal of Mathematical Education in Science and Technology",
	volume = "39",
	year = "October 2008",
	abstract = "We assembled the ideas about mathematics and about its teaching which were expressed by mathematicians and mathematics educators into two pairs of 'official' (collective) conceptions: mathematics is either static or dynamic, and mathematics teaching is either closed or open. These polar conceptions produce a 4-pair relationship between the conceptions of mathematics and its teaching. The adherence to official conceptions was tapped by a questionnaire encompassing 176 Israeli high school mathematics teachers, aimed at examining the relationship between their conceptions of mathematics and its teaching. The majority of these teachers either hold a single conception in one of the domains or do not adhere to any conception, and a quarter of them hold either the static-closed or dynamic-open pairs of conceptions that prevail among teachers in other countries. Consequently, we define a conception of an entity as a comprehensive and homogenous set of ideas about a particular characteristic or feature of that entity. Reality is that teachers practice their profession without adhering to any official conception, and perhaps are (/to be?/) praised for their reluctance to blindly adopt the clear-cut rigid official conceptions of mathematics and its teaching while maintaining their individual and independent blends of ideas.",
	pages = "905-924(20)",
	url = "http://www.ingentaconnect.com/content/tandf/tmes/2008/00000039/00000007/art00005"
	doi = "doi:10.1080/00207390802136602"
}