The Effect of Pre-service Mathematics Teachers' Beliefs about Mathematics Teaching-Learning on Their Mathematics Teaching Anxiety

Peker, Murat; Ulu, Mustafa

doi:10.12973/iji.2018.11318a

Cited by 16 publications

(13 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…According to the literature, beliefs about mathematics are strongly influenced and formed by participants' experiences [34], and in the case of pre-service teachers, TEPs also have a moderate influence [15]. Therefore, we studied whether the beliefs of pre-service mathematics teachers are related to variables such as their TEPs and their high school grades.…”

Section: Relations Between Pre-service Teachers' Beliefs and Their Bamentioning

confidence: 99%

Mathematical Beliefs Held by Costa Rican Pre-Service Teachers and Teacher Educators

Víquez

Joutsenlahti

2021

Education Sciences

View full text Add to dashboard Cite

Beliefs have been conceived as a hidden variable in mathematics education. It is important to know teachers’ beliefs as they can inform the way that teachers teach mathematics, make decisions in the classroom, and form opinions about the abilities of students. In Costa Rica, studies about beliefs have been conducted with in-service teachers, but there is no research on pre-service teachers and the beliefs they bring to the classroom from their teacher education programs (TEPs). This research aims to describe the beliefs held by 76 pre-service teachers and 19 teacher educators from four Costa Rican public universities, using the Teacher Education and Development Study in Mathematics (TEDS-M) questionnaire. The results suggest that both pre-service teachers and teacher educators believe in a constructivist orientation focused on the learner. Both groups support the view of mathematics as a process of inquiry and active learning and agree that mathematical skills are not fixed or associated with gender or culture. In the literature, the beliefs manifested by the participants are associated with positive results regarding student outcomes and teaching practices. Therefore, policymakers should be concerned with providing environments that allow and encourage teachers to continue with these belief orientations when they start teaching.

show abstract

Section: Relations Between Pre-service Teachers' Beliefs and Their Bamentioning

confidence: 99%

Mathematical Beliefs Held by Costa Rican Pre-Service Teachers and Teacher Educators

Víquez

Joutsenlahti

2021

Education Sciences

View full text Add to dashboard Cite

show abstract

“…They were not linked with the topic of GTs. The participants' experience of using the tool in other courses might influence their anxiety about the use of the tool in teaching GTS depending on whether they possessed traditional or constructivist or even integral beliefs and conceptions about the technology and the associated contents (Peker & Ulu, 2020).…”

Section: Exploring Gts With Gsp As 'Suck It Up and Do It'mentioning

confidence: 99%

“…This paper explores preservice mathematics teachers' actional beliefs associated with using the GSP as a tool for teaching GTs with a variety of intended classroom actions or activities. However, actional beliefs can be the product of cognitive, affective, and behavioral components of preservice teachers' attitude toward the tool (e.g., GSP) and its usability in teaching mathematics contents (e.g., GTs) (Peker & Ulu, 2020).…”

Section: Introductionmentioning

confidence: 99%

Preservice Secondary Mathematics Teachers’ Actional Beliefs about Teaching Geometric Transformations with Geometer’s Sketchpad

Belbase¹,

Panthi²,

Khanal³

et al. 2020

EUR J MATH SCI ED

View full text Add to dashboard Cite

<p style="text-align: justify;">Preservice mathematics teachers' beliefs about actions related to the use of the technological tools in teaching mathematics may affect how they are going to use them in their classroom activities. However, there is a limited evidence of what beliefs they hold on their intended actions of using technological tools in teaching mathematics. This study presents two preservice high school mathematics teachers' actional beliefs related to their intended actions in teaching geometric transformations (GTs) using Geometer's Sketchpad (GSP). The study comprised of a series of five task-based qualitative interviews with each of two senior undergraduate preservice teachers at a medium-sized public university in the Rocky Mountain Region of the United States. This study used a radical constructivist grounded theory (RCGT) with five assumptions—symbiosis, voice, cognition, adaptation, and praxis as a theoretical framework to guide the study process. The thematic findings of the study included four in vivo categories of their beliefs associated with actions of teaching GTs with GSP – assessment of student learning, engaging students in a group activity in exploring GTs with GSP, engaging students in individual activity in exploring GTs with GSP, and exploring GTs with GSP as 'suck it up and do it.' Pedagogical implications of these categories have been discussed.</p>

show abstract

“…İlgili literatür incelendiğinde, matematik öğretim kaygısına yönelik farklı örneklem grupları ile yapılan birçok çalışmalar mevcuttur (Peker, 2006;Alkan, 2011;Elmas, 2010;Başpınar, 2015;Ural, 2015, Tatar, Zengin & Kağızmanlı, 2016Çemberci, 2019;Peker & Ulu, 2018;Demir, Cansız, Kansu & İşleyen, 2016;Deringöl, 2018). Yapılan çalışma ile, temel eğitim bölümünde öğrenim gören öğrencilerin cinsiyet, sınıf düzeyi ve genel ağırlıklı not ortalamalarına göre mevcut matematik öğretim kaygısı durumları ortaya çıkartılarak, değişkenler arasında karşılaştırmalar yapılarak araştırma sonuçlarına göre uygulanabilir öneriler getirilerek literatüre katkıda bulunulması amaçlanmıştır.…”

Section: Matematik Kaygısı Ve Matematik öğRetimi Kaygısıunclassified

Anxiety Levels of Elementary School Teacher Candidates for Mathematics Teaching According to Different Variables

Turan¹,

Asal²

2020

Erciyes Journal of Education

View full text Add to dashboard Cite

Purpose of the study is to investigate the anxiety levels of primary school students in mathematics teaching according to different variables. The sample group of the study consists of students studying in the basic education department of Erciyes University Faculty of Education. In the research, Anxiety Scale for Mathematics and Science Teaching developed by Liu in 2016 and adapted to Turkish in 2017 by Aytekin, Türkmenoğlu and Arıkan and personal information form prepared by the researcher were used. In order to reveal the comparison between the scores obtained from the scale, t test was used according to the gender variable and ANOVA test statistic was used according to the grade level and general weighted average variables. As a result of the study, it was concluded that anxiety levels of mathematics teaching the students differed according to the gender and grade level variable, but mathematics education anxiety levels did not change according to the general weighted grade point average. Based on the findings, it was concluded that female students' anxiety levels in mathematics education were higher than male students. According to the grade level variable, anxiety level of mathematics teaching was found to be higher in the pre-service teachers in the 3rd grade than the teacher candidates in the 2nd and 4th grade. teacher candidates' knowledge and conceptual learning in mathematics should be supported in relation to other courses conducted at different grade levels and in order to minimize differences in grade level related to mathematics teaching anxiety, teaching practices at each grade level should be given more space.

show abstract

The Effect of Pre-service Mathematics Teachers' Beliefs about Mathematics Teaching-Learning on Their Mathematics Teaching Anxiety

Cited by 16 publications

References 11 publications

Mathematical Beliefs Held by Costa Rican Pre-Service Teachers and Teacher Educators

Mathematical Beliefs Held by Costa Rican Pre-Service Teachers and Teacher Educators

Preservice Secondary Mathematics Teachers’ Actional Beliefs about Teaching Geometric Transformations with Geometer’s Sketchpad

Anxiety Levels of Elementary School Teacher Candidates for Mathematics Teaching According to Different Variables

Contact Info

Product

Resources

About