Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: insights from evaluating a teacher education program

Abstract

Scholars and teacher educators alike agree that teachers' beliefs and attitudes toward mathematics are key informants of teachers' instructional approaches. Therefore, it has become clear that, in addition to enriching preservice teachers' (PSTs) knowledge, teacher education programs should also create opportunities for prospective teachers to develop productive beliefs and attitudes toward teaching and learning mathematics. This study explored the effectiveness of a mathematics preparatory program based on the history of mathematics that aimed at enhancing PSTs' epistemological and efficacy beliefs and their attitudes toward mathematics. Using data from a questionnaire administered four times, the study traced the development of 94 PSTs' beliefs and attitudes over a period of 2 years. The analysis of these data showed changes in certain dimensions of the PSTs' beliefs and attitudes; however, other dimensions were found to change in the opposite direction to that expected. Differences were also found in the development of the PSTs' beliefs and attitudes according to their mathematical background. The data yielded from semi-structured follow-up interviews conducted with a convenience sample of PSTs largely corroborated the quantitative data and helped explain some of these changes. We discuss the effectiveness of the program considered herein and draw implications for the design of teacher education programs grounded in the history of mathematics.

Didactic Aspects of the Academic Discipline "History and Methodology of Mathematics"

“…This necessity for students to study history of the development of mathematics is reflected in scientific and methodological articles (Youchu, 2016;Charalambos, Panaoura & Philippou, 2009;Furinghetti, 2007). The fragments from history of mathematics are an indispensable element in conducting classes in mathematics (Liu, 2009), they are an illustration and an understandable logical addition to any mathematical book (Eren, Bulut & Bulut, 2015).…”

Creencias epistemológicas de docentes de matemáticas en formación y en ejercicio sobre las matemáticas, su enseñanza y aprendizaje

“…Basado en los estudios de Shommer, Buehl y Fives (2009) sugieren tres dimensiones para las creencias epistemológi-cas sobre la matemática: de dónde proviene el conocimiento matemático (fuente u origen); si éste es seguro e inmutable, o tentativo y evolutivo (es decir, estabilidad); y si el conocimiento es simplista y aislado, o complejo e integrado (es decir, estructura). Por otra parte, la literatura muestra que los docentes tienen una amplia gama de creencias sobre las matemáticas que incluso han formado antes de iniciar su educación para ser maestros, están interconectadas con las creencias sobre la enseñanza y el aprendizaje y están altamente influenciadas por los conocimientos filosóficos e histó-ricos que tengan (Charalambous, Panaoura y Philippou, 2009;Chassapis, 2007;Ernest, 1991;Penn, 2012;White-Fredette, 2009 matemáticas tiene como tarea reflexionar acerca de la naturaleza de las matemáticas y dar cuenta de ella a través de preguntas como ¿Cuál es la base para el conocimiento? ¿Cuál es la naturaleza de la verdad matemática?…”

“…Se pudo evidenciar que el incorporar experiencias de aprendizaje basadas en la filosofía, la epistemología y la historia de las matemáticas, en las cuales se generan espacios implícitos, pero especialmente explícitos para que los docentes en formación y en ejercicio reflexionen sobre sus creencias epistemológicas acerca de las matemáticas, su enseñanza y aprendizaje, ayuda a la formación, transformación o consolidación de las mismas (Charalambous, Panaoura y Philippou, 2009;Flores, 1995;White-Fredette, 2009). …”

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

“…He argued that the effect occurred in two ways: beliefs affected the task implementation and, conversely, the task implementation might affect beliefs. Charalambous et al (2009) studied the use of history of mathematics as a means to change pre-service primary teachers' beliefs about mathematics. Grootenboer (2008) pointed out the crucial role of teacher education programs in helping teachers to reflect on their existing beliefs and pointed at some ethical issues concerning the role of the teacher educator in situations where there was a shift from encouraging prospective teachers to reflect on existing beliefs to promoting a change in beliefs.…”