Colombian future teachers' beliefs about mathematics and its learning

被引：2

作者：

Munoz, Evelyn del Carmen Ariza ^{[1
]}

Gonzalez-Calero, Jose Antonio ^{[2
]}

de Oro Aguado, Carlos Mario ^{[3
]}

Cozar-Gutierrez, Ramon ^{[2
]}

机构：

[1] Univ North, Inst Educ Studies, Barraquilla, Colombia

[2] Univ Castilla La Mancha, LabinTic, Lab Technol Integrat Classroom, Albacete, Spain

[3] Univ North, Dept Math & Stat, Barraquilla, Colombia

来源：

INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY | 2023年 / 54卷 / 08期

关键词：

Beliefs; initial teacher education; mathematics; learning; PERCEPTIONS; EDUCATION; GENDER;

D O I：

10.1080/0020739X.2023.2170834

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teachers' beliefs about mathematics play an important role in the teaching of mathematics. Future teachers' views of mathematics are the basis of the quality of instruction they will deliver, as well as the teaching materials that they will present to their students and the means necessary to learn and participate in mathematical tasks. This article studies Colombian future teachers' beliefs about mathematical knowledge, taking into account two different training programmes for pre-service mathematics teachers from the same country, both of them qualify students to teach mathematics at elementary levels. Specifically, 213 mathematics graduate students and 405 normal school students from the Colombian Caribbean coast in their last term of their studies participated. Data were collected regarding four dimensions of beliefs: (i) on the nature of mathematics, (ii) about learning mathematics, (iii) about factors affecting students' achievement in mathematics, and (iv) about the quality of their training programme. Results show remarkable differences in the future teachers' beliefs depending on their training programme.

引用

页码：1474 / 1489

页数：16

共 55 条

[1]

Avalos B.Matus., 2010, La Formacion Inicial Docente en Chile desde una Optica Internacional informe Nacional del Estudio internacional IEA TEDS-M

[2]

BENITO ESCOLANO., 1982, Revista de Educacion, V269, P55

[3]

Beswick K., 2018, Proceedings of the 42nd conference of the international group for the psychology of mathematics education, PME, V1, P3

[4]

Brese F., 2012, User guide for the TEDS-M international database

[5]

Campo-Arias Adalberto, 2008, Rev. salud pública, V10, P831, DOI 10.1590/S0124-00642008000500015

[6]

Riau MTC, 2017, PROFESORADO, V21, P59

[7] Mathematics teachers' conceptions about the functions of assessment in compulsory education [J].

Coll, Cesar ;

Remesal, Ana .

INFANCIA Y APRENDIZAJE, 2009, 32 (03) :391-404

[8] Alignment, cohesion, and change: Examining mathematics teachers' belief structures and their influence on instructional practices [J].

Cross D.I. .

Journal of Mathematics Teacher Education, 2009, 12 (5) :325-346

[9]

Deng Z., 1995, NATL CTR RES TEACHER, V951

[10]

ERNEST P, 1989, SCI TECH ED, V35, P99

← 1 2 3 4 5 6 →