An examination of pre-service mathematics teachers’ course-taking, beliefs, and preferred assessment practices

IF 2.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Mathematics Teacher Education Pub Date : 2024-06-18 DOI:10.1007/s10857-024-09640-8
Sarah Wellberg
{"title":"An examination of pre-service mathematics teachers’ course-taking, beliefs, and preferred assessment practices","authors":"Sarah Wellberg","doi":"10.1007/s10857-024-09640-8","DOIUrl":null,"url":null,"abstract":"<p>This study uses structural equation modeling to investigate the relationships between pre-service teachers’ (PSTs’) course-taking history, beliefs about mathematics, beliefs about students’ mathematical ability, and opinions about (1) how student errors should be addressed when they occur and (2) how much emphasis should be given to various forms of assessment. The results indicate that some types of courses are strongly associated with beliefs about the nature of mathematics. Specifically, PSTs who have taken more mathematics courses are more likely to see mathematics as a set of rules. PSTs’ views about mathematics strongly predict their beliefs about who can do high-level mathematics, how they think student errors should be addressed, and which forms of assessment they think are most appropriate. Implications for teacher preparation programs are discussed.</p>","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"39 1","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Mathematics Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10857-024-09640-8","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

This study uses structural equation modeling to investigate the relationships between pre-service teachers’ (PSTs’) course-taking history, beliefs about mathematics, beliefs about students’ mathematical ability, and opinions about (1) how student errors should be addressed when they occur and (2) how much emphasis should be given to various forms of assessment. The results indicate that some types of courses are strongly associated with beliefs about the nature of mathematics. Specifically, PSTs who have taken more mathematics courses are more likely to see mathematics as a set of rules. PSTs’ views about mathematics strongly predict their beliefs about who can do high-level mathematics, how they think student errors should be addressed, and which forms of assessment they think are most appropriate. Implications for teacher preparation programs are discussed.

Abstract Image

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
对职前数学教师选修课程、信念和首选评估方法的研究
本研究采用结构方程模型来探讨职前教师(PSTs)的选课历史、数学信念、对学生数学能力的信念,以及对(1)当学生出现错误时应如何处理和(2)应如何重视各种形式的评价之间的关系。结果表明,某些类型的课程与对数学本质的信念密切相关。具体而言,选修数学课程较多的小学生更倾向于将数学视为一套规则。教师预备班学生对数学的看法强烈地预测了他们对哪些人可以学习高水平数学、他们认为应该如何解决学生的错误以及他们认为哪种评估形式最合适的看法。本文讨论了这一观点对教师准备课程的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Journal of Mathematics Teacher Education
Journal of Mathematics Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.40
自引率
9.50%
发文量
35
期刊介绍: The Journal of Mathematics Teacher Education (JMTE) is devoted to research into the education of mathematics teachers and development of teaching that promotes students'' successful learning of mathematics. JMTE focuses on all stages of professional development of mathematics teachers and teacher-educators and serves as a forum for considering institutional, societal and cultural influences that impact on teachers'' learning, and ultimately that of their students. Critical analyses of particular programmes, development initiatives, technology, assessment, teaching diverse populations and policy matters, as these topics relate to the main focuses of the journal, are welcome. All papers are rigorously refereed. Papers may be submitted to one of three sections of JMTE as follows: Research papers: these papers should reflect the main focuses of the journal identified above and should be of more than local or national interest. Mathematics Teacher Education Around the World: these papers focus on programmes and issues of national significance that could be of wider interest or influence. Reader Commentary: these are short contributions; for example, offering a response to a paper published in JMTE or developing a theoretical idea. Authors should state clearly the section to which they are submitting a paper. As general guidance, papers should not normally exceed the following word lengths: (1) 10,000 words; (2) 5,000 words; (3) 3,000 words. Maximum word lengths exclude references, figures, appendices, etc. Critiques of reports or books that relate to the main focuses of JMTE appear as appropriate.
期刊最新文献
Mathematics teacher educators’ navigational expertise when designing multimodal representations of practice: a semiotic analysis Publishing mathematics education research in English: amplifying voices from the field Profiling mathematics teacher educators' readiness for digital technology integration: evidence from Zambia Research-based design of coaching for ambitious mathematics instruction Learning through teaching: novice mathematics teacher educators coping with unfamiliarity
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1