Exploring Pre-service Mathematics Teachers’ Beliefs: An Evaluative Study
Abstract
This study examines the mathematical beliefs of pre-service mathematics teachers in Mekelle College of Teacher Education. One hundred and eighty college mathematics majoring students were drawn from first year, second year, and third year batches in the 10+3 diploma program in the College. A mathematical belief instrument (MBI) was used to collect data for the research. To analyze the data, discrete statistics/percentage and chi-square statistics were used. The finding of the study indicated that student beliefs across the themes were inconsistent with the current recommendations and philosophy of mathematics teaching and learning in general. The study also noted that the pre-service teachers‟ college year (i.e. their being 1st, 2nd or 3rd year) had no relationship with their mathematical belief. However, a relationship was noted between the trainees‟ years in the college and their self-efficacy.
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References
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Cobb, P. (1999). Where is the Mind? In P. Murphy (ed.), Learners, Learning, and Assessment (pp. 135-150). London: Paul Chapman Publishing in association with The Open University.
Cobb, P. et al. (1991). Assessment of Problem-Centered Second-Grade Mathematics Project. Journal for Research in Mathematics Education, 22(1),3-29. Conway,P.F and Sloane, F.C. (2005). International Trends in Post-Primary Mathematics Education: Perspectives on Learning, Teaching and Assessment, NCCA (Adobe Digital Editions Version). Davis, R.B. (1996). Cognition, Mathematics, and Education. In L.P. Steffe and P. Nesher (eds.), Theories of Mathematics Learning. pp.285-299. New Jersey: Prentice Hall. Dossey, J.A. (1992). The Nature of Mathematics: Its Role and Its Influence. In D.A. Grouws (Ed.), Handbook for Research in Mathematics Education (pp.39-64). New York: Macmillan. Dougherty, B.J. & Scott, L (1993). Curriculum: A Vision for Early Childhood Mathematics. In R.J. Jensen (ed.), Research Ideas for the Classroom: Early Childhood Mathematics, pp. 294-309. New York: Macmillan Publishing Company. Emenaker, C. (1996). A problem Solving Based Mathematics Course and Elementary Teacher’s Beliefs. School Science and Mathematics, 96 (2), 75-84 Ernest, P. (1996). Varieties of Constructivism: A Framework for Comparison. In L.P. Steffe and P. Nesher (eds.), Theories of Mathematical Learning, pp. 335-350. New Jersey: Lawrence Erlbaum Associates. Fairbrother, R. (2000). Strategies in Learning. In M.Monk and J. Osborne (eds.), Good Practice in Science Teaching: What Research Has to Say, pp.7-24.Maidenhead: Open University Press.
Eves, H.J. (1990). An Introduction to the History of Mathematics with Cultural Connections. New York: Saunders College Publishing. Felder, R.M. Brent, R. (2002). Active and Cooperative Learning. North Carolina State University. Durham Technical Community College. Accessed on July 21, 2002 at [http//www.ncsu.edu/effective_teaching]. Fleener, M.J. (1996). Scientific and World Building on the Edge of Chaos: High School Students’ Beliefs about Mathematics and Science. School Science and Mathematics, 96: 312-320. Freundenthal, H. (1971). Geometry between the Devil and the Deep Sea. Educational Studies in Mathematics, 3(1971): 413-435. Hart, L.C. (2002). Pre-service Teachers’ Beliefs and Practice after Participating in an Integrated Content /Method Course. School Science and Mathematics 102(6):310-318 Harris, K. et al. (2001). Curriculum Materials Supporting Problem-Based Teaching. School Science and Mathematics, 101(6):310-318. Hart, L.E., and Walker, J. (1993). The Role of Affect in Teaching and Learning Mathematics. In D.T Owens, (1993). Research Ideas for the Classroom. Middle Grades Mathematics. New York: Macmillan Publishing Company. Hiebert, J. et al. (1999). Problem Solving as a Basis for Reform in Curriculum and Instruction: The Case of Mathematics. In: P. Murphy, (Ed.), Learners, learning, and Assessment (pp. 151-170). Long: Paul Chapman Publishing in Association with The Open University.
Goulding, M. (2004). Learning to Teach Mathematics in the Secondary School. 2nd ed. London: David Fulton.
Hoffmann, A., (2001). Students’ Beliefs about Mathematics in the Context of Curricular Change. Paper at PME-NA. Hourigan, M. & O‟Donoghue, J. (2007). Mathematical under-preparedness: The influence of pre-tertiary mathematics experience on students’ ability to make a successful transition to tertiary level mathematics courses in Ireland. International Journal in Mathematical Education in Science and Technology, pp.1-16. Huetinck, L. & Munshin, S.N. (2000). Teaching Mathematics in the 21st Century. Methods and Activities for Grades 6-12. New Jersey: Merrill, Prentice Hall. Hopkins, D. 2002. A Teacher‟s Guide to Classroom Research. 3rd ed. London, McGraw-Hill Education: Open University Press. Katz, V. (2000). Using history to teach mathematics: An international perspective. Washington, DC: The Mathematical Association of America. Keegan, M. (1995). Psychological and Physiological Mechanisms by Which Discovery and Didactic Methods Work. School Science and Mathematics 95(1):3-10. Kenschaft, P. C. (2005). Change is possible: Stories of women and minorities in mathematics. Providence, RI: American Mathematical Society. Kloosterman, P. (1991). Beliefs and Achievement in Seventh-Grade Mathematics. Focus on Learning Problems in Mathematics, 13(3): 3-15.
Lampert, M. 1988. The Teacher’s Role in Reinventing the Meaning of Mathematical Knowing in the Classroom. In: M. Behr (Ed.), Proceedings of the Tenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp.433-475). De kalb Illions: North Illions University. Lampert, M. (1990). When the Problem is not the Question and When the Solution is not the Answer: Mathematical Knowing and Teaching. American Research Journal, 27: 29-63. Leu, E. (2002). The New Curriculum: Issues of Theory and Practice for Teacher Educators. Mekelle, Ethiopia: Basic Education System Overhaul (BESO). Mac an Bhaird, C. (2009). Introducing the History of Mathematics to Third Level students with weak mathematical backgrounds: A Case Study. Mathematics Support Centre Annual Report National University of Ireland, Maynooth. Department of Mathematics, NUIM. Madden, S. R. (2008). High School Mathematics Teachers’ Evolving Understanding of Comparing Distributions. Unpublished PhD Dissertation. Western Michigan University: Kalamazoo, Michigan Marsh, C.J. (2004). Key Concepts for Understanding Curriculum. 3rd ed. London: Routledge Falmer. McLeod, D.B., (1992). Research on Affect in Mathematics Education: A Reconceptualization. In Douglas A. Grouws, (ed.), Handbook of Research on Mathematics Teaching and Learning, pp.575-596. New York: National Council of the Teacher of Mathematics.
National Council of Teacher of Mathematics (1989). Curriculum and Evaluation Standards for school Mathematics. Reston, VA: National Council of Teacher of Mathematics. National Council of Teacher of Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: National Council of Teacher of Mathematics. National Councils of Teachers of Mathematics (1995). Assessment Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics (NCTM). Pollard, A. (2002). Reflective Teaching: Effective and Evidence-informed Professional Practice. London. Continuum. Polya, G. 1988. How to Solve it. Princeton, NJ: Princeton University Press. Polya, G. 1988. How to Solve it. Princeton, NJ: Princeton University Press. Reece, I. & Walker, S. (2003). Teaching, Training and Learning: A Practical Guide Incorporating FENTO Standards. Sunderland: Business Education Limited. Renga. S. and Dalla, L.(1993). Affect a critical Component of Mathematical Learning. In R.J Jensen (ed.) (1993). Research Ideas for the Classroom: Early Childhood Mathematics. New York: Macmillan Publishing Company. Rogoff, B. (1999). Cognitive Development through Social Interaction: Vygotsky and Piaget. In: P. Murphy, (Ed.), Learners, Learning, and Assessment (pp.69-82). London: Paul Chapman Publishing in association with The Open University.
Schoenfeld, A.H. (1992). Learning to Think Mathematically: Problem Solving, Matacognition, and Sense Making in Mathematics. Handbook of Research on Mathematics Teaching and Learning, pp.334-370. New York: National Council of the Teacher of Mathematics. Simon, M.A. and Schifter, D. (1993). Toward A Constructivist Perspective: The Impact of Mathematics Teacher In-service Program on Students. Educational Studies in Mathematics, 25:331-343. Stevens, B. B. (2005). The Development of Pedagogical Content Knowledge of a Mathematics Teaching Intern: The Role of Collaboration. Unpublished PhD Dissertation, University of Missouri-Columbia. Stodolsky, S.S.(1985). Telling Math: Origins of Math Aversion and Anxiety. Educational Psycholosist, 20, 125-133. Thompson, A. (1992). Teachers’ Beliefs and Conceptions: A synthesis of the Research. Handbook of Research on Mathematics Teaching and Learning, pp.334-370. New York: National Council of the Teacher of Mathematics. Van de Walle, J.A. (1998). Elementary and Middle Schools Mathematics: Teaching Developmentally. New York: Addison Wesley Longman, Inc. Wong, N. et al. (2002). The Lived Space of Mathematics Learning. Journal of Mathematical Behavior, 114:1-23.
Published
2012-12-01
Section
Articles