Examining Teacher Mathematics-related Beliefs and Problem-solving Knowledge for Teaching: Evidence from Indonesian Primary and Secondary Teachers

Abstract

This paper reports a two-year research project studying Indonesian primary and secondary teachers' mathematics-related beliefs (MrB) and mathematical problem-solving knowledge for teaching (MPSKT). In the first year, a quantitative study involving 80 primary teachers, 70 lower secondary school, and 55 upper secondary schools from four districts in East Java province, Indonesia was carried out to examine whether there is a difference between the MrB and the MPSKT among them. In the second year, a multiple case study involving ten primary teachers and 13 lower secondary teachers was conducted to understand their MrB and MPSKT through some particular issues related to three domains of MrB: nature of mathematics, mathematics teaching, mathematics learning. Results indicate that there is no significant difference of MrB between primary and secondary teachers, while there is a significant difference between the MPSKT of primary teachers and secondary teacher. Findings also suggest that inconsistencies not only occur between the three domains of MrB but also occurs between particular issues discussed within one domain. Also, this study highlights that teacher beliefs about nature of mathematics were mainly influenced by teachers' experience when learning mathematics during their schooling experience while teacher beliefs about teaching and learning were mainly influenced by the demand of current reform of mathematics curriculum.

Creative Mathematical Reasoning Process of Climber Students in Solving Higher Order Thinking Skills Geometry Problems

“…During the reasoning process, climber students can master concepts and develop different problem solving to have novelty. This is in line with the opinion [17], [46], [47], [48] that students who can relate information and mathematical concepts can provide solutions with different solutions to the same concept.…”

“…Problem-solving is an ability that must be possessed to solve mathematical problems. [16], [17], [18], [19] revealed that solve problems with knowledge, skills, and understanding is an effort to problem-solving. [19], [20], [21], [22], [23] state that solving problems is carried out by understanding problems, making problem plans, implementing problem plans, as well as examining the problemsolving results.…”

The relationship between pre-service elementary school mathematics teachers’ beliefs about epistemology of mathematics, teaching and learning, and mathematics assessment

“…The beliefs about the teaching and learning of mathematics pertain to the way through which mathematics is studied, concepts regarding the roles of teachers and students, activities, and the mental processes that take place (Ernest, 1989;Purnomo, 2017;Purnomo et al, 2018;Purnomo et al, 2016;Yuli et al, 2019). Various categorization systems have been used to map out mathematics teaching and learning (Beswick, 2012).…”

A Study on Science Teaching Efficacy Beliefs During Pre-Service Elementary Training

“…Many research studies (e.g., Siswono et al, 2019;Purnomo et al, 2017;Teng, 2016;Kırkgöz, 2016;Buczynski & Bobbi Hansen, 2010;McDermott & DeWater, 2000) have focused on the impact of teacher professional development programs on teacher belief systems (Di Martino & Sabena, 2011;Zan & Di Martino, 2020), teaching practices and student learning, and on the advantages of programs based on developing scientific investigation and discovery processes (inquiry-based science education, IBSE (e.g., Bybee, 1993)). Such processes are widely considered a way of shaping future teachers' beliefs about science and improving understanding of the sciences and their working methods.…”