Abstract
In this paper we explore the dynamics of teacher beliefs about mathematics with a special focus on future primary teachers. After reviewing earlier research about teacher beliefs, with special attention to the MT21 study and other work based on TEDS data, we examine the relationship among the different dimensions of teacher beliefs and the extent to which these beliefs are associated with teacher knowledge. We find considerable average variation in teacher beliefs about teaching and learning mathematics across countries, but find that most of the variation in beliefs is at the individual level. By contrast, teacher preparation programs appear to play little role in shaping beliefs. Employing multi-level modeling, we also find that teacher beliefs have a statistically significant and substantively important association with future primary teachers’ knowledge of mathematics. Finally, our results raise questions about the cross-national validity of a sharp constructivist-traditionalist dichotomy.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Akiba, M. (2011). Identifying program characteristics for preparing pre-service teachers for diversity. Teachers College Record, 113(3), 658–697.
Ambrose, R. (2004). Initiating change in prospective elementary school teachers’ orientations to mathematics teaching by building on beliefs. Journal of Mathematics Teacher Education, 7, 91–199.
Barkatas, A., & Malone, J. (2005). A typology of mathematics teachers’ beliefs about teaching and learning mathematics and instructional practices. Mathematics Education Research Journal, 17(2), 69–90.
Beswick, K. (2005). The beliefs/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39–68.
Center for research in math and science education (2007). Breaking the Cycle: An International Comparison of US Mathematics Teacher Preparation. East Lansing: Michigan State University.
Cross, D. I. (2009). Alignment, cohesion and change: Examining mathematics teachers’ belief structures and their influence on instructional practices. Journal of Mathematics Teacher Education, 12, 325–346.
Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics Teaching: The State of the Art (pp. 249–254). New York: Falmer Press.
Felbrich, A., Kaiser, G., & Shmotz, C. (2012). The cultural dimension of beliefs: An investigation of future primary teachers’ epistemological beliefs concerning the nature of mathematics in 15 countries. ZDM Mathematics Education, 44(3), 355–366.
Gill, M. G., Ashton, P. T., & Algina, J. (2004). Changing preservice teachers’ epistemological beliefs about teaching and learning in mathematics: An intervention study. Contemporary Educational Psychology, 29, 165–185.
Grigutsch, S., Raatz, U., & Türner, G. (1998). Einstellungengegenuber Mathematik bei Mathematiklehrern. Journal fur Mathematik-Didaktik, 19, 3–45.
Handal, B. (2003). Teachers’ mathematical beliefs: A review. The Mathematics Educator, 13(2), 47–57.
Hart, L. C. (2002). Preservice teachers’ beliefs and practice after participating in an integrated content/methods course. School Science and Mathematics, 102(1), 4–14.
Hill, H. C., Rowan, B., & Ball, D. (2005). Effects of teachers’ mathematics knowledge for teaching on student achievement. American Education Research Journal, 42(2), 371–406.
Howard, P., Perry, B., & Lindsay, M. (1997). Secondary mathematics teacher beliefs about the learning and teaching of mathematics. In Proceedings of the 20th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 231–238).
Kajander, A. (2007). Unpacking mathematics for teaching: A study of preservice elementary teachers’ evolving mathematical understandings and beliefs. Journal of Teaching and Learning, 5(1), 33–54.
Kuhs, T. M., & Ball, D. L. (1986). Approaches to Teaching Mathematics: Mapping the Domains Knowledge, Skills, and Dispositions. East Lansing: Michigan State University.
Leatham, K. (2006). Viewing mathematics teachers beliefs as sensible systems. Journal of Mathematics Teacher Education, 9, 91–102.
Pajeres, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.
Peterson, P. L., Fennema, E., Carpenter, T. P., & Loef, M. (1989). Teachers’ pedagogical content beliefs in mathematics. Cognition and Instruction, 6(1), 1–40.
Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp. 257–315). Charlotte: Information Age.
Raymond, A. M. (1997). Inconsistency between beginning elementary school teacher’s mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550–576.
Schmidt, W. H., Blomeke, S., & Tatto, M. T. (2007). Teacher Education Matters. New York: Teachers College Press.
Schmidt, W. H., Cogan, L., & Houang, R. (2011). The role of opportunity to learn in teacher preparation: An international context. Journal of Teacher Education, 62(2), 138–153.
Schmidt, W. H., Cogan, L., & Houang, R. (2013, this volume). Emphasis and balance among the components of teacher preparation: comparing US practice with international benchmarks from TEDS-M. In S. Blömeke, F. Hseih, G. Kaiser, & W. Schmidt (Eds.), Teacher knoweldge, teacher beliefs and opportunities to learn in 16 countries: Findings from the IEA TEDS-M study on primary and lower secondary teaching. New York: Springer.
Staub, F. C., & Stern, E. (2002). The nature of teachers’ pedagogical content beliefs matters for students’ achievement gains: quasi-experimental evidence from elementary mathematics. Journal of Educational Psychology, 94, 344–355.
Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17, 213–226.
Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M., & Reckase, M. (2012). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries. Amsterdam: International Association for the Evaluation of Educational Achievement.
Thompson, A. (1992). Teachers’ beliefs and conceptions: a synthesis of the research. In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 127–146). New York: Macmillan Co.
Thompson, A. G., Philipp, R. A., & Thompson, P. W. (1994). Calculational and conceptual orientations in teaching mathematics. In A. Coxford (Ed.), 1994 Yearbook of the NCTM (pp. 79–92). Reston: NCTM.
Van Zoest, L. R., Jones, G. A., & Thornton, C. A. (1994). Beliefs about mathematics teaching held by pre-service teachers involved in a first grade mentorship program. Mathematics Education Research Journal, 6(1), 37–55.
Yates, S. (2006). Primary teachers’ mathematics beliefs, teaching practices and curriculum reform experiences. In Proceedings of the Australian Association for Research in Education Conference.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Burroughs, N., Schmidt, W. (2014). An Examination of Future Primary Teachers Attitudes About the Teaching of Mathematics: An International Perspective. In: Blömeke, S., Hsieh, FJ., Kaiser, G., Schmidt, W. (eds) International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn. Advances in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6437-8_13
Download citation
DOI: https://doi.org/10.1007/978-94-007-6437-8_13
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-6436-1
Online ISBN: 978-94-007-6437-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)