Pre-service mathematics teachers' belief systems

Date

2012-01-01

Author

Haser, Çiğdem
Dogan, Oguzhan

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

201
views

0
downloads

The influence of mathematics teacher education programme courses on pre-service teachers' mathematics teaching belief systems before their field experience was initially investigated through a Likert-type scale. The impact of a third year general teaching methodologies course was then investigated through the responses pre-service teachers provided in written tasks assigned at the beginning and the end of the year, based on Green's identification of belief systems (Green, T.F. 1971. The activities of teaching. McGraw-Hill). The findings showed that pre-service teachers had formal and personal belief clusters which had similar beliefs in differing strengths. The cluster of beliefs about teacher knowledge was relatively distant. While formal beliefs did not change much, personal beliefs experienced considerable changes indicating a continuing belief-construction process. Investigating pre-service teachers' beliefs within their belief systems might help teacher educators to monitor the influence of programme experiences in order to provide them with essential student teaching opportunities

Subject Keywords

Pre-service mathematics teachers, Belief systems, Methods course

URI

https://hdl.handle.net/11511/52130

Journal

JOURNAL OF EDUCATION FOR TEACHING

DOI

https://doi.org/10.1080/02607476.2012.668336

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Secondary mathematics teachers’ mathematics related beliefs throughout a professional development program based on mathematical modelling Ören Vural, Duygu; Çetinkaya, Bülent; Department of Secondary Science and Mathematics Education (2015) 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 ...
Middle school mathematics teachers' use of textbooks and integration of textbook tasks into practice: a mixed methods study Özgeldi, Meriç; Çakıroğlu, Erdinç; Erbaş, Ayhan Kürşat; Department of Elementary Science and Mathematics Education (2012) The current study aimed to explore middle school mathematics teachers’ use of mathematics textbooks and examine their integration of tasks in the textbooks into teaching. The framework of a mixed methods research design guided data collection in this study. A questionnaire called the Use of Mathematics Textbooks Questionnaire was developed and validated to identify the ways teachers benefit from textbooks. The factor analysis revealed four dimensions, namely Reading Student Edition Textbook, Selecting Quest...
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...
Elementary teachers' and elementary mathematics teachers' perceptions of mathematically gifted students Tütüncü, Sumeyra; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2013) The purpose of this study was to examine elementary teachers’ and elementary mathematics teachers’ perceptions of mathematically gifted students in terms of teachers’ gender, year of experience and area of teaching. The data were collected from 176 elementary teachers and 90 elementary mathematics teachers from 60 state elementary schools in the center of Trabzon, in the fall semester of 2011-2012 academic year. In order to determine teachers’ perceptions of mathematical giftedness, the instrument called as...

Citation Formats

Ç. Haser and O. Dogan, “Pre-service mathematics teachers’ belief systems,” JOURNAL OF EDUCATION FOR TEACHING, pp. 261–274, 2012, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/52130.