Tracing mathematics-related belief change in teacher education programs

Date

2017-01-01

Author

Haser, Çiğdem
İşler Baykal, Işıl

Metadata

Show full item record

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

Item Usage Stats

93
views

0
downloads

Understanding mathematics related belief change in teacher education programs has been a concern due to the information it presents about the effectiveness of program experiences. The present study investigated how preservice mathematics teachers' (PMTs) mathematics related beliefs changed through a teacher education program by implementing a belief scale to a cohort of PMTs 12 times during 6 consecutive semesters. Comparison of mean scores for different time periods showed that the cumulative effect of the teacher education program is more detectable than year-long or semester-long effects. While such implementation is likely to provide a perspective for monitoring belief change and possible effects of courses, it might also address that the contents of the courses should be connected to ensure the best cumulative effect of the programs.

Subject Keywords

Mathematics related beliefs, Preservice mathematics teachers, Tracing beliefs

URI

https://hdl.handle.net/11511/54837

Collections

Department of Mathematics and Science Education, Conference / Seminar

Suggestions

OpenMETU
Core

Preservice Mathematics Teachers' Beliefs about the Nature of Teaching and Learning Mathematics Kayan, Ruhan; Haser, Çiğdem; Işıksal Bostan, Mine (2013-01-01) Mathematics related beliefs filter preservice and inservice teachers' experiences of the nature of, teaching, and learning and shape their teaching. Preservice teachers' beliefs also indicate the effectiveness of teacher education programs. Preservice mathematics teachers' beliefs about the nature of, teaching, and learning were investigated in this study through a Mathematics Related Beliefs Scale developed for the study. The scale was implemented to 584 third and 4th year preservice elementary mathematics...
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 ...
Pre-service elementary mathematics teachers’ views about using graphing calculators in elementary school algebra: the case of using Classpad Kaplan, Merve; Çetinkaya, Bülent; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2011) Mathematics education could and should benefit from technology in order to improve teaching and learning, particularly in topics where visualizations and connections to other concepts are needed. Handheld technologies such as graphing calculators can provide students with visualization, confirmation and exploration of problems and concepts they are learning. Handheld graphing technologies have been taken place widely in elementary and secondary level mathematics courses and considered to be beneficial in va...
The Development of Belief Scale about Using Origami in Mathematics Education Arslan, Okan; Işıksal Bostan, Mine; Şahin, Elvan (2013-01-01) This study aims to develop valid and reliable scale in order to measure preservice teachers' beliefs towards using origami in mathematics education. Origami in Mathematics Education Belief Scale which consists of 27 items with 6 point Likert type was administered to 143 preservice elementary mathematics teachers and obtained data was analyzed with exploratory factor analysis. According to analysis results, one item was deleted and some items were revised. After these revisions, the scale consists of 26 item...
Training mathematics teachers for realistic math problems: a case of modeling-based teacher education courses Sevinç, Şerife (2018-04-01) One important goal of teacher education has been to improve pre-service teachers' understanding of the connection between real-life events and mathematics. Toward this goal, we designed two mathematics teacher education courses based on the Models-and-Modeling Perspective. This study presents a three-tier modeling investigation of (a) pre-service teachers' views about characteristics of realistic mathematics problems, and (b) teacher-level skills required to write such problems. A team of researchers analyz...

Citation Formats

Ç. Haser and I. İşler Baykal, “Tracing mathematics-related belief change in teacher education programs,” 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/54837.