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Analysis of pre-service mathematics and elementary school teachers’ beliefs towards mathematics

Yıl 2017, Cilt 1, Sayı 1, 109 - 131, 27.12.2017

Öz

This paper was conducted to ascertain prospective teachers’ mathematical beliefs and whether these beliefs differ according to the program and classroom level. For this reason, a scale of mathematical beliefs was used to determine beliefs of freshman and senior pre-service teachers. 186 pre-service mathematics and elementary school teachers participated to this study from an education faculty in Turkey. The analysis of the data exhibited that there was a statically significant difference amongst first and fourth class of pre-service teachers’ beliefs. Yet, the mean scores about mathematical beliefs in their first year were lower than those in the fourth class. However, it was concluded that there was no significant difference among prospective teachers’ mathematical beliefs in terms of programs.

Kaynakça

  • Aguirre, J., & Speer, N. M. (2000). Examining the relationship between beliefs and goals in teacher practice. Journal of Mathematical Behavior, 18(3), 327-356. Ambrose, R. (2004). Initiating change in prospective elementary school teachers’ orientations to mathematics teaching by building on beliefs. Journal of Mathematics Teacher Education, 7, 91-119.
  • Andrews, P., & Hatch, G. (1999). A new look at secondary teachers’ conceptions of mathematics and its teaching. British Educational Research Journal, 25(2), 203–223.
  • Askew, M., Brown, M., Rhodes, V., Johnson, D., & Wiliam. D. (1997). Effective teachers of numeracy: Final report. London: Kings College.
  • Aydın, S. & Çelik, D. (2017). Matematiğin doğası hakkında inançlar ölçeğinin Türk kültürüne uyarlanması. Eğitimde Kuram ve Uygulama, 13(4),715-733.
  • Babadoğan, C., & Olkun, S. (2006). Program development models and reform in Turkish primary school mathematics curriculum. International Journal for Mathematics Teaching and Learning. [Online]: http://www.cimt.plymouth.ac.uk/journal/default.htm.
  • Baki, A. (2015). Kuramdan uygulamaya matematik eğitimi (6. Baskı). Hece Yayınları.
  • Ball, D. (1988). Unlearning to teach mathematics. For the Learning of Mathematics, 8(1), 40-48.
  • Beswick, K. (2005). The Beliefs/Practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39-68.
  • Beswick, K. (2011). Knowledge/beliefs and their relationship to emotion. In K. Kislenko (Ed.), Current state of research on mathematical beliefs XVI: Proceedings of the MAVI-16 conference (pp.43–59). Tallinn, Estonia: Institute of Mathematics and Natural Sciences, Tallinn University.
  • Beswick, K. (2012). Teachers’ beliefs about school mathematics and mathematicians’ mathematics and their relationship to practice. Educational Studies in Mathematics, 79(1), 127-147.
  • Boz, N. (2008).Turkish pre-service mathematics teachers’ beliefs about mathematics teaching. Australian Journal of Teacher Education, 33 (5), 66-80.
  • Bulut, M. (2007). Curriculum reform in Turkey: A case of primary school mathematics curriculum. Eurasia Journal of Mathematics, Science & Technology Education, 3 (3), 203-212.
  • Chan, K., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817-831.
  • Chapman, O. (2002). Belief structures and inservice high school mathematics teacher growth. In G. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A Hidden Variable in Mathematics Education (pp. 177-194). Dordrecht: Kluwer Academic Publishing.
  • Cross, D. I. (2009). Alignment, cohesions, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices. Journal of Mathematics Teacher Education, 12, 325‐346.
  • De Corte, E., Op’t Eynde, P., & Verschaffel, L. (2002). Knowing what to believe: the relevance of students’ mathematical beliefs for mathematics education. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 297-320). Mahwah:Lawrance Erlbaum Associates.
  • Dede, Y., Karakuş, F. (2014). The effect of teacher trainig programs on pre-service mathematics teachers’ beliefs towards mathematics. Educational Sciences: Theory & Practice, 14(2), 804-809.
  • Dionne, J. J. (1984). The perception of mathematics among ele¬mentary school teachers. In J. M. Moser (Ed.), Proc. 6th Annual Meeting of the North American Chapter of the Int. Group for the Psychology of Mathematics Education (pp. 223-228). Madison (WI): University of Wisconsin: PME-NA.
  • Ernest, P. (1989). The impact of Beliefs on the Teaching of Mathematics. In P. Ernest (eds.), Mathematics Teaching: The State of the Art (pp.249-254). London: Falmer Press.
  • Eryılmaz Çevirgen, A. (2014). Sınıf öğretmen adaylarının matematiğe ve matematik eğitimine yönelik inanışları. 13. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu Tam metin Bildiri Kitapçığı. Cilt - 1. (ss. 366-382), 29-31 Mayıs 2014 Kütahya.
  • Eryılmaz Çevirgen, A. (2016). İlköğretim matematik öğretmen adaylarının matematik ve matematik eğitimine yönelik inançları. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(39), 37-57.
  • Goldin, G., Rösken, B., & Törner, G. (2009). Beliefs: no longer a hidden variable in mathematical teaching and learning processes. In Maab, J. & Schlöglmann, W. (Eds.). Beliefs and attitudes in mathematics education. New research results. (pp. 1-18). Rotterdam: Sense Publishers.
  • Green, T. F. (1971). The activities of teaching. New York: McGraw-Hill.
  • Handal, B. (2003). Teachers’ mathematical beliefs: A review. The Mathematics Educator, 13(2), 47–57.
  • Handal, B., & Herrington, A. (2003). Mathematics teachers’ beliefs and curriculum reform. Mathematics Education Research Journal, 15 (1), 59-69.
  • Hannula, M. S. (2011). The structure and dynamics of affect in mathematical thinking and learning. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 36-60). Poland: University of Rzeszow.
  • Hart, L. (2002). Preservice teachers’ beliefs and practice after participating in an integrated content/methods courses. School Science and Mathematics, 102, 4-14. Karasar, N. (2009). Bilimsel Araştırma Yöntemleri. Nobel Yayınları, Ankara
  • Kayan, R., Haser, Ç., & Bostan, M. I. (2013). Matematik öğretmen adaylarının matematiğin doğası, öğretimi ve öğrenimi hakkındaki inanışları. Eğitim ve Bilim, 38(167), 179-195
  • Liljedahl, P. (2008). Teachers‘ beliefs as teachers‘ knowledge. Paper presented at the Symposium on the Occasion of the 100th Anniversary of ICMI (Rome, 5–8 March). Retrieved September 2017, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.510.3068&rep=rep1&type=pdf
  • Liljedahl, P. (2010). Noticing rapid and profound mathematics teacher change. Journal of Mathematics Teacher Education, 13(5), 411-423.
  • Liljedahl, P., Rösken, B., & Rolka, K. (2006). Documenting changes in pre service elementary school teachers’ beliefs: Attending to different aspects. Paper presented at Proceedings of the 28th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
  • Milli Eğitim Bakanlığı [MONE] (2017). 1-8 Matematik öğretim programı. Ankara.
  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.
  • Nunnally, J. O. (1978). Pyschometric Theory. New York: McGraw-Hill.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research. Cleaning up a messy construct. Review of Educational Research, 45, 57-70.
  • Perry, B., Howard, P., & Tracey, D. (1999). Head mathematics teachers‟ beliefs about the learning and teaching of mathematics. Mathematics Education Research Journal, 11, 39-57.
  • Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. En F. K. Lester (ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp.257-315). Charlote, NC: NCTM.
  • Polly, D., McGee, J. R., Wang, C., Lambert, R. G., Pugalee, D. K., & Johnson, S. (2013). The association between teachers’ beliefs, enacted practices, and student learning in mathematics. The Mathematics Educator, 22(2), 11-30.
  • Richardson, V. (1996). The role of the attitudes and beliefs in learning to teach. J. Sikula (Ed.), Handbook of Research on Teacher Education. (2. Baskı. ss.102-119). New York: MacMillan.
  • Roulet, R. G. (1998). Exemplary Mathematics teachers: Subject Conceptions and Instructional Practices. PhD Thesis, University of Toronto.
  • Sanchez, M. (2011). A review of research trends in mathematics teacher education. PNA, 5(4), 129-145.
  • Sigel, I. E. (1985). A conceptual analysis of beliefs. In I. E. Sigel (Eds.), Parental belief systems: The psychological consequences for children (pp.345-371). Hillsdale, NJ: Erlbaum.
  • Skemp, R.R. (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching, 77, 20-26
  • Skott, J. (2009). Contextualising the notion of ’belief enactment’. Journal of Mathematics Teacher Education, 12, 27-46.
  • Speer, N. (2005). Issues of methods and theory in the study of mathematics teachers’ professed and attributed beliefs. Educational Studies in Mathematics, 58(3), 361-391.
  • Swan, M., & Swain, J. (2010). The impact of a professional development programme on the practices and beliefs of numeracy teachers. Journal of Further and Higher Education, 34(2), 165-177.
  • Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of research. In D. A. Grouws (Eds.), Handbook of research on mathematics teaching and learning (pp. 127–146). New York: Macmillan.
  • Toluk-Uçar, Z. & Demirsoy, N. H. (2010). Eski-yeni ikilemi: Matematik öğretmenlerinin matematiksel inançları ve uygu¬lamaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39, 321-332.
  • Wilson, M., & Cooney, T. (2002). Mathematics teacher change and development. The role of beliefs. In G. C. Leder, E. Pehkonen, & G. Torner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 127-147). Dordrecht: Kluwer Academic Publishers.

Matematik ve sınıf öğretmeni adaylarının matematiğe yönelik inanışlarının incelenmesi

Yıl 2017, Cilt 1, Sayı 1, 109 - 131, 27.12.2017

Öz

Bu çalışma, bulundukları programa ve sınıf düzeyine göre ilköğretim matematik ve sınıf öğretmeni adaylarının matematiğe yönelik inanışlarında farklılık olup olmadığını ortaya koymak amacıyla yapılmıştır.  Bu amaç doğrultusunda bir üniversitenin, ilköğretim matematik ve sınıf öğretmenliği programının, birinci ve son sınıfta öğrenim gören toplam 186 öğretmen adayı çalışma grubu olarak belirlenmiştir. Öğretmen adaylarının matematiğe yönelik inanışlarını tespit etmek için Matematik Hakkındaki İnanışlar (MHİ) ölçeği kullanılmıştır. Araştırmanın sonucunda sınıf düzeylerine göre öğretmen adaylarının matematiksel inanışları arasında anlamlı fark bulunmuştur. Bu bağlamda, birinci sınıf öğretmen adaylarının, dördüncü sınıf öğretmen adaylarının sahip olduğu yapılandırmacı inanışları daha düşük olduğu belirlenmiştir. Ancak ilköğretim matematik ve sınıf öğretmenliği programlarında okuyan öğretmen adaylarının matematiğe yönelik inanışları arasında anlamlı fark bulunamamıştır.

Kaynakça

  • Aguirre, J., & Speer, N. M. (2000). Examining the relationship between beliefs and goals in teacher practice. Journal of Mathematical Behavior, 18(3), 327-356. Ambrose, R. (2004). Initiating change in prospective elementary school teachers’ orientations to mathematics teaching by building on beliefs. Journal of Mathematics Teacher Education, 7, 91-119.
  • Andrews, P., & Hatch, G. (1999). A new look at secondary teachers’ conceptions of mathematics and its teaching. British Educational Research Journal, 25(2), 203–223.
  • Askew, M., Brown, M., Rhodes, V., Johnson, D., & Wiliam. D. (1997). Effective teachers of numeracy: Final report. London: Kings College.
  • Aydın, S. & Çelik, D. (2017). Matematiğin doğası hakkında inançlar ölçeğinin Türk kültürüne uyarlanması. Eğitimde Kuram ve Uygulama, 13(4),715-733.
  • Babadoğan, C., & Olkun, S. (2006). Program development models and reform in Turkish primary school mathematics curriculum. International Journal for Mathematics Teaching and Learning. [Online]: http://www.cimt.plymouth.ac.uk/journal/default.htm.
  • Baki, A. (2015). Kuramdan uygulamaya matematik eğitimi (6. Baskı). Hece Yayınları.
  • Ball, D. (1988). Unlearning to teach mathematics. For the Learning of Mathematics, 8(1), 40-48.
  • Beswick, K. (2005). The Beliefs/Practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39-68.
  • Beswick, K. (2011). Knowledge/beliefs and their relationship to emotion. In K. Kislenko (Ed.), Current state of research on mathematical beliefs XVI: Proceedings of the MAVI-16 conference (pp.43–59). Tallinn, Estonia: Institute of Mathematics and Natural Sciences, Tallinn University.
  • Beswick, K. (2012). Teachers’ beliefs about school mathematics and mathematicians’ mathematics and their relationship to practice. Educational Studies in Mathematics, 79(1), 127-147.
  • Boz, N. (2008).Turkish pre-service mathematics teachers’ beliefs about mathematics teaching. Australian Journal of Teacher Education, 33 (5), 66-80.
  • Bulut, M. (2007). Curriculum reform in Turkey: A case of primary school mathematics curriculum. Eurasia Journal of Mathematics, Science & Technology Education, 3 (3), 203-212.
  • Chan, K., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817-831.
  • Chapman, O. (2002). Belief structures and inservice high school mathematics teacher growth. In G. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A Hidden Variable in Mathematics Education (pp. 177-194). Dordrecht: Kluwer Academic Publishing.
  • Cross, D. I. (2009). Alignment, cohesions, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices. Journal of Mathematics Teacher Education, 12, 325‐346.
  • De Corte, E., Op’t Eynde, P., & Verschaffel, L. (2002). Knowing what to believe: the relevance of students’ mathematical beliefs for mathematics education. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 297-320). Mahwah:Lawrance Erlbaum Associates.
  • Dede, Y., Karakuş, F. (2014). The effect of teacher trainig programs on pre-service mathematics teachers’ beliefs towards mathematics. Educational Sciences: Theory & Practice, 14(2), 804-809.
  • Dionne, J. J. (1984). The perception of mathematics among ele¬mentary school teachers. In J. M. Moser (Ed.), Proc. 6th Annual Meeting of the North American Chapter of the Int. Group for the Psychology of Mathematics Education (pp. 223-228). Madison (WI): University of Wisconsin: PME-NA.
  • Ernest, P. (1989). The impact of Beliefs on the Teaching of Mathematics. In P. Ernest (eds.), Mathematics Teaching: The State of the Art (pp.249-254). London: Falmer Press.
  • Eryılmaz Çevirgen, A. (2014). Sınıf öğretmen adaylarının matematiğe ve matematik eğitimine yönelik inanışları. 13. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu Tam metin Bildiri Kitapçığı. Cilt - 1. (ss. 366-382), 29-31 Mayıs 2014 Kütahya.
  • Eryılmaz Çevirgen, A. (2016). İlköğretim matematik öğretmen adaylarının matematik ve matematik eğitimine yönelik inançları. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(39), 37-57.
  • Goldin, G., Rösken, B., & Törner, G. (2009). Beliefs: no longer a hidden variable in mathematical teaching and learning processes. In Maab, J. & Schlöglmann, W. (Eds.). Beliefs and attitudes in mathematics education. New research results. (pp. 1-18). Rotterdam: Sense Publishers.
  • Green, T. F. (1971). The activities of teaching. New York: McGraw-Hill.
  • Handal, B. (2003). Teachers’ mathematical beliefs: A review. The Mathematics Educator, 13(2), 47–57.
  • Handal, B., & Herrington, A. (2003). Mathematics teachers’ beliefs and curriculum reform. Mathematics Education Research Journal, 15 (1), 59-69.
  • Hannula, M. S. (2011). The structure and dynamics of affect in mathematical thinking and learning. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 36-60). Poland: University of Rzeszow.
  • Hart, L. (2002). Preservice teachers’ beliefs and practice after participating in an integrated content/methods courses. School Science and Mathematics, 102, 4-14. Karasar, N. (2009). Bilimsel Araştırma Yöntemleri. Nobel Yayınları, Ankara
  • Kayan, R., Haser, Ç., & Bostan, M. I. (2013). Matematik öğretmen adaylarının matematiğin doğası, öğretimi ve öğrenimi hakkındaki inanışları. Eğitim ve Bilim, 38(167), 179-195
  • Liljedahl, P. (2008). Teachers‘ beliefs as teachers‘ knowledge. Paper presented at the Symposium on the Occasion of the 100th Anniversary of ICMI (Rome, 5–8 March). Retrieved September 2017, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.510.3068&rep=rep1&type=pdf
  • Liljedahl, P. (2010). Noticing rapid and profound mathematics teacher change. Journal of Mathematics Teacher Education, 13(5), 411-423.
  • Liljedahl, P., Rösken, B., & Rolka, K. (2006). Documenting changes in pre service elementary school teachers’ beliefs: Attending to different aspects. Paper presented at Proceedings of the 28th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
  • Milli Eğitim Bakanlığı [MONE] (2017). 1-8 Matematik öğretim programı. Ankara.
  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.
  • Nunnally, J. O. (1978). Pyschometric Theory. New York: McGraw-Hill.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research. Cleaning up a messy construct. Review of Educational Research, 45, 57-70.
  • Perry, B., Howard, P., & Tracey, D. (1999). Head mathematics teachers‟ beliefs about the learning and teaching of mathematics. Mathematics Education Research Journal, 11, 39-57.
  • Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. En F. K. Lester (ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp.257-315). Charlote, NC: NCTM.
  • Polly, D., McGee, J. R., Wang, C., Lambert, R. G., Pugalee, D. K., & Johnson, S. (2013). The association between teachers’ beliefs, enacted practices, and student learning in mathematics. The Mathematics Educator, 22(2), 11-30.
  • Richardson, V. (1996). The role of the attitudes and beliefs in learning to teach. J. Sikula (Ed.), Handbook of Research on Teacher Education. (2. Baskı. ss.102-119). New York: MacMillan.
  • Roulet, R. G. (1998). Exemplary Mathematics teachers: Subject Conceptions and Instructional Practices. PhD Thesis, University of Toronto.
  • Sanchez, M. (2011). A review of research trends in mathematics teacher education. PNA, 5(4), 129-145.
  • Sigel, I. E. (1985). A conceptual analysis of beliefs. In I. E. Sigel (Eds.), Parental belief systems: The psychological consequences for children (pp.345-371). Hillsdale, NJ: Erlbaum.
  • Skemp, R.R. (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching, 77, 20-26
  • Skott, J. (2009). Contextualising the notion of ’belief enactment’. Journal of Mathematics Teacher Education, 12, 27-46.
  • Speer, N. (2005). Issues of methods and theory in the study of mathematics teachers’ professed and attributed beliefs. Educational Studies in Mathematics, 58(3), 361-391.
  • Swan, M., & Swain, J. (2010). The impact of a professional development programme on the practices and beliefs of numeracy teachers. Journal of Further and Higher Education, 34(2), 165-177.
  • Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of research. In D. A. Grouws (Eds.), Handbook of research on mathematics teaching and learning (pp. 127–146). New York: Macmillan.
  • Toluk-Uçar, Z. & Demirsoy, N. H. (2010). Eski-yeni ikilemi: Matematik öğretmenlerinin matematiksel inançları ve uygu¬lamaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39, 321-332.
  • Wilson, M., & Cooney, T. (2002). Mathematics teacher change and development. The role of beliefs. In G. C. Leder, E. Pehkonen, & G. Torner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 127-147). Dordrecht: Kluwer Academic Publishers.

Ayrıntılar

Konular Eğitim, Bilimsel Disiplinler
Bölüm Research Articles
Yazarlar

Ümit Kul
0000-0002-3651-4519
Türkiye

Yayımlanma Tarihi 27 Aralık 2017
Yayınlandığı Sayı Yıl 2017, Cilt 1, Sayı 1

Kaynak Göster

APA Kul, Ü. (2017). Analysis of pre-service mathematics and elementary school teachers’ beliefs towards mathematics . Studies in Educational Research and Development , 1 (1) , 109-131 . Retrieved from http://serd.artvin.edu.tr/tr/pub/issue/31977/354835

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