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

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.

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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。

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来源期刊

Journal of Mathematics Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.40

自引率

9.50%

发文量

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.