On teachers’ conceptions: from a theoretical framework to school practice

In this paper we consider the conception (assumed as a set of beliefs) of mathematics and its teaching held by mathematics teachers. In the first part we outline a theoretical framework which attempts to combine the different points of view of the researchers, as well as the different terms used in the literature. In this framework we introduce the concept of ‘ghosts in classroom’: ‘ghosts in classroom’ are beliefs in action originating by teachers’ beliefs unconscious or repressed. In the second part we give an example of beliefs held by teachers, and among them we single out possible origins of ghosts. Our example concerns teachers in Italy and thus we provide basic information on the teachers situation in this country, since many of the issues concerning beliefs are linked to the ‘teacher system’ (training, retraining, recruitment, role and consideration).