Secondary mathematics teachers’ mathematics related beliefs throughout a professional development program based on mathematical modelling

Download
2015
Ören Vural, Duygu
The purpose of this qualitative study is to investigate in-service secondary school mathematics teachers’ mathematics related beliefs, to explore changes in their beliefs after they participated in a one-year professional development program (PDP) based on mathematical modelling as well as teachers’ perception about the effects of PDP on their belief change. Semi-structured interviews and an open-ended analogy questionnaire were the main data sources. Results showed that most of the teachers held more than one category of beliefs, such as teachers held beliefs about certainty of results and existence of different ways of solutions for a mathematical problem, or beliefs about solving too many practice questions for teaching and learning concepts and making relations between concepts simultaneously. Instrumental and problems solving beliefs, content-focused with emphasis on performance and content-focused with emphasis on conceptual understanding beliefs, and skill-mastery with passive reception of knowledge and conceptual understanding with unified knowledge beliefs were the most frequently holding beliefs among teachers. Data analysis indicated that, after PDP there were category change in some teachers’ beliefs. Also, most of the teachers’ beliefs about mathematical problems and problem solving, learning and teaching either changed or teachers developed new beliefs. Moreover, teachers reported PDP’s influence especially on their beliefs about teaching and learning mathematics. Weekly meetings, classroom implementations as well as the collaboration occurred and support offered in meetings was found as most the influential elements of PDP for the change and development of their beliefs.

Suggestions

Prospective elementary mathematics teachers’ knowledge of history of mathematics and their attitudes and beliefs towards the use of history of mathematics in mathematics education
Alpaslan, Mustafa; Işıksal Bostan, Mine; Haser, Çiğdem; Department of Elementary Science and Mathematics Education (2011)
The aim of this study was to investigate the roles of year in teacher education program and gender on prospective elementary mathematics teachers’ knowledge of history of mathematics and their attitudes and beliefs towards the use of history of mathematics in the teaching and learning of mathematics. Moreover, the relationship between prospective teachers’ knowledge of history of mathematics and their attitudes and beliefs about the history of mathematics usage was examined. The data of the study were obtai...
Pre-service elementary mathematics teachers' knowledge about definitions of integers and their knowledge about elementary students' possible misconceptions and errors in describing integers
Kubar, Ayşenur; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2012)
The aim of the study is to examine the nature of pre-service elementary mathematics teachers’ subject matter knowledge about definition of integers and the nature of pre-service elementary mathematics teachers’ pedagogical content knowledge about definitions of integers. For this purpose, pre-service mathematics teachers’ knowledge about definitions of integers, their interpretations of quoted definitions of integers, their knowledge about elementary students’ possible misconceptions and errors regarding de...
Exploring secondary mathematics teachers’ conceptions of mathematical literacy
Genç, Murat; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2017)
The purpose of this research study was to investigate secondary mathematics teachers’ conceptions of mathematical literacy. In doing so, the following three crucial interrelated issues were addressed: (i) teachers’ conceptions of what the notion of mathematical literacy means, (ii) teachers’ conceptions of how the development of mathematical literacy could be facilitated, and (iii) teachers’ conceptions of what a mathematics curriculum emphasizing mathematical literacy should look like. The data gathered fo...
An Analysis of prospective middle school mathematics teachers‘ argumentation structures in technology and paper-pencil environments
Erkek, Özlem; Işıksal Bostan, Mine; Department of Elementary Education (2017)
The purpose of the current study was to investigate the nature of argumentation structures of prospective middle school mathematics teachers while solving geometry tasks within the GeoGebra and Paper-Pencil groups. The study employed qualitative case study design and the data of which were collected from 16 prospective middle school mathematics teachers during the fall semester of the 2013-2014 academic year. Data were based on the video recordings of the implementations, the focus group interviews and docu...
PROSPECTIVE MATHEMATICS TEACHERS' MATHEMATICAL KNOWLEDGE FOR TEACHING
Işıksal Bostan, Mine (2011-07-06)
In this study we aimed to examine prospective elementary mathematics teachers' mathematical knowledge for teaching. More specifically, our aim was to understand whether the Teaching Method Course had an effect on prospective mathematics teachers' mathematical knowledge. The study was conducted with 31 prospective elementary mathematics teachers in a large public university in Ankara, Turkey in 2010-2011 fall semester. To collect data, a survey instrument including 5 open-ended questions was developed by the...
Citation Formats
D. Ören Vural, “Secondary mathematics teachers’ mathematics related beliefs throughout a professional development program based on mathematical modelling,” Ph.D. - Doctoral Program, Middle East Technical University, 2015.