文章基本信息

标题：Mathematical Beliefs Held by Costa Rican Pre-Service Teachers and Teacher Educators
本地全文：下载
作者：Helen Alfaro Víquez ; Jorma Joutsenlahti
期刊名称：Education Sciences
电子版ISSN：2227-7102
出版年度：2021
卷号：11
期号：2
页码：70
DOI：10.3390/educsci11020070
出版社：MDPI Publishing
摘要：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.
关键词：mathematics nature beliefs; mathematics teaching beliefs; mathematical abilities beliefs; pre-service teachers; teacher educators; TEDS-M mathematics nature beliefs ; mathematics teaching beliefs ; mathematical abilities beliefs ; pre-service teachers ; teacher educators ; TEDS-M