# Impacting prospective teachers’ beliefs about mathematics

- 671 Downloads
- 6 Citations

## Abstract

This study investigated: (1) the changes in the beliefs about mathematics held by 25 prospective elementary teachers as they went through a university mathematics course that aimed, among other things, to promote a problem-solving view about mathematics; and (2) the possible factors that accounted for the observed changes. The course incorporated specific features that prior research suggested reflect successful mechanisms for belief change (e.g., cognitive conflict). The data included students’ reflections, and responses to prompts and interview questions. Analysis of the data revealed the following major trends: (1) a movement towards a problem-solving view from the more traditional Platonist and instrumentalist views; and (2) no change in students’ initial views. Activities creating cognitive conflict, as well as the implementation of instruction valuing group collaboration and explanations, appear to have played important roles in the process of belief change. The findings have implications for research on teacher beliefs and teacher education.

## Keywords

Prospective Teacher Teacher Education Program Mathematics Task Solution Path Belief Change## References

- Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.),
*Handbook of educational psychology*(pp. 709–725). New York: Macmillan.Google Scholar - Civil, M. (1990). A look at four prospective teachers’ views about mathematics.
*For the Learning of Mathematics,**10*(1), 7–9.Google Scholar - Ernest, P. (1988).
*The impact of beliefs on the teaching of mathematics*. Paper presented at the sixth international congress of mathematical education, Budapest, Hungary.Google Scholar - Ernest, P. (1991).
*The philosophy of mathematics education*. London: Falmer.Google Scholar - Feiman-Nemser, S., & Featherstone, H. (1992). The student, the teacher, and the moon. In S. Feiman-Nemser & H. Featherston (Eds.),
*Exploring teaching: Reinventing an introductory course*. New York, NY: Teacher College Press.Google Scholar - Foss, D., & Kleinsasser, R. (1996). Preservice elementary teachers’ views of pedagogical and mathematical content knowledge.
*Teacher and Teacher Education,**12*(4), 429–442.CrossRefGoogle Scholar - Frank, M. (1990). What myths about mathematics are held and conveyed by teachers?
*Arithmetic Teacher,**37*(5), 10–12.Google Scholar - Green, T. (1971).
*The activities of teaching*. New York: McGraw-Hill.Google Scholar - Grootenboer, P. (2003).
*Preservice primary teachers’ affective development in mathematics*. Unpublished doctoral dissertation, University of Waikato.Google Scholar - Grouws, D., & Schultz, K. (1996). Mathematics teacher education. In J. Sikula (Ed.),
*Handbook of research on teacher education*(2nd ed., pp. 442–458). New York: Association of Teacher Educators.Google Scholar - Hadas, N., Hershkowitz, R., & Schwarz, B. (2000). The role of contradiction and uncertainty in promoting the need to improve in dynamic geometry environments.
*Educational Studies in Mathematics,**44*, 127–150.CrossRefGoogle Scholar - Hart, L. (2002). Preservice teachers’ beliefs and practice after participating in an integrated content/methods course.
*School Science and Mathematics,**102*(1), 4–14.CrossRefGoogle Scholar - Hersh, R. (1986). Some proposals for revising the philosophy of mathematics. In T. Tymoczko (Ed.),
*New directions in the philosophy of mathematics*(pp. 9–28). Boston: Birkhauser.Google Scholar - Kloosterman, P., Raymond, A., & Emenaker, C. (1996). Students’ beliefs about mathematics: A three-year study.
*The Elementary School Journal,**97*(1), 39–56.CrossRefGoogle Scholar - Lortie, D. (1975).
*Schoolteacher*. Chicago: University of Chicago Press.Google Scholar - National Council of Teachers of Mathematics. (2000).
*Principles and standards for school mathematics*. Reston, VA: Author.Google Scholar - Philippou, G. N., & Christou, C. (1998). The effects of a preparatory mathematics program in changing prospective teachers’ attitudes towards mathematics.
*Educational Studies in Mathematics,**35*, 189–206.CrossRefGoogle Scholar - Pintrich, P., Marx, R., & Boyle, R. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change.
*Review of Educational Research,**63*, 167–199.CrossRefGoogle Scholar - Raymond, A., & Santos, V. (1995). Elementary teachers and self-reflection: How innovation in mathematics teacher preparation challenges mathematics beliefs.
*Journal of Teacher Education,**46*, 58–70.CrossRefGoogle Scholar - Schram, P., Wilcox, S., Lanier, P., & Lappan, G. (1988).
*Changing mathematics conceptions of preservice teachers: A content and pedagogical intervention.*Research Report No 88-4. East Lansing, MI: NCRTL, Michigan State University.Google Scholar - Shapiro, S. (1997).
*Philosophy of mathematics: Structure and ontology*. Oxford: Oxford University Press.Google Scholar - Stylianides, G., & Stylianides, A. (2009). Facilitating the transition from empirical arguments to proof.
*Journal for Research in Mathematics Education,**40*, 314–352.Google Scholar - Stylianides, G., & Stylianides, A. (2010). Mathematics for teaching: A form of applied mathematics.
*Teaching and Teacher Education,**26*, 161–172.CrossRefGoogle Scholar - Stylianides, G. J., & Stylianides, A. J. (2011). An intervention of students’ problem-solving beliefs. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.),
*Proceedings of the 7th congress of the European Society for Research in Mathematics Education*(pp. 1209–1218). Poland: Rzeszów.Google Scholar - Wilkins, J., & Brand, B. (2004). Change in preservice teachers’ beliefs: An evaluation of a mathematics methods course.
*School Science and Mathematics,**104*(5), 226–232.CrossRefGoogle Scholar