The Cultural Notion of Teacher Education: Comparison of Lower-Secondary Future Teachers’ and Teacher Educators’ Beliefs

The Relationships Among Pre-service Mathematics Teachers’ Beliefs about Mathematics, Mathematics Teaching, and Use of Technology in China

“…That is, they tend to see the nature of mathematics from a mixed perspective of Platonist views, instrumentalist views, and problem-solving views (Ernest, 1989). This finding is consistent with findings in previous studies (e.g., Felbrich et al, 2012;Tang & Hsieh, 2014) which found that pre-service mathematics teachers tend to hold intermingled beliefs about the nature of mathematics.…”

“…Instead, previous studies have found that pre-service teachers tend to hold different views, even some contradictory ones, at the same time. For example, recently, researchers found that some preservice mathematics teachers believe that the nature of mathematics is open and creative, but on the other hand, they also believe that essentially, it is conservative and rigorous (Felbrich et al, 2012, Tang & Hsieh, 2014. Similarly, the intermingling of the two beliefs about mathematics teaching and learning, namely traditional view and constructivist view, was also identified among pre-service teachers in various contexts.…”

“…Chan and Elliott (2004) found that pre-service teachers did not exclusively believe in the traditional or constructivist conception about teaching and learning. Tang and Hsieh (2014) found that pre-service mathematics teachers believe that students can learn mathematics through their initiations and also by following teachers' instruction.…”

Meanings, Dimensions, and Categories of Mathematics Teacher Beliefs: A Navigation through the Literature

“…Some teachers consider that learning mathematics is an active process of construction of meaning by students. Others consider that learning mathematics is guided by teacher motivation, direction and instruction (Wang & Hsieh, 2014). The former view about the construction of meaning is known as active learning in which students design their approaches to solve mathematical problems.…”

“…The former view about the construction of meaning is known as active learning in which students design their approaches to solve mathematical problems. The latter view, a form of passive learning, assumes that "students learn mathematics through following explanations, rules, and procedures transmitted by the teachers" (Wang & Hsieh, 2014). Therefore, there are conflicting views about learning mathematics--some of which are close to traditional and others are near constructivist or integral beliefs.…”