Educational Studies in Mathematics
, 71:161
First online:
Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: insights from evaluating a teacher education program
 Charalambos Y. CharalambousAffiliated withSchool of Education, University of Michigan Email author
 , Areti PanaouraAffiliated withSchool of Education, Frederick University
 , George PhilippouAffiliated withDepartment of Education, University of Cyprus
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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 semistructured followup 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.
Keywords
Attitudes Epistemological beliefs Efficacy beliefs History of mathematics Program evaluation Preservice teacher education Title
 Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: insights from evaluating a teacher education program
 Journal

Educational Studies in Mathematics
71:161
 Online Date
 December 2008
 DOI
 10.1007/s1064900891700
 Print ISSN
 00131954
 Online ISSN
 15730816
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Keywords

 Attitudes
 Epistemological beliefs
 Efficacy beliefs
 History of mathematics
 Program evaluation
 Preservice teacher education
 Industry Sectors
 Authors

 Charalambos Y. Charalambous ^{(1)}
 Areti Panaoura ^{(2)}
 George Philippou ^{(3)}
 Author Affiliations

 1. School of Education, University of Michigan, 610 East University Avenue, School of Education, Room 2610, Ann Arbor, MI, 481091259, USA
 2. School of Education, Frederick University, Nicosia, Cyprus
 3. Department of Education, University of Cyprus, Nicosia, Cyprus