The Relationships among Pre-Service Mathematics Teachers' Beliefs about Mathematics, Mathematics Teaching, and Use of Technology in China

Autor/inn/en	Yang, Xinrong; Leung, Frederick K. S.
Titel	The Relationships among Pre-Service Mathematics Teachers' Beliefs about Mathematics, Mathematics Teaching, and Use of Technology in China
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 11 (2015) 6, S.1363-1378 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2015.1393a
Schlagwörter	Preservice Teachers; Student Attitudes; Mathematics Teachers; Beliefs; Mathematics Instruction; Technology Uses in Education; Foreign Countries; Surveys; Questionnaires; Technology Integration; Teaching Methods; Mathematical Concepts; Statistical Analysis; Conventional Instruction; Constructivism (Learning); Positive Attitudes; Negative Attitudes; Factor Analysis; Multiple Regression Analysis; China + Suchen Sie Ihr Suchwort? Schülerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Mathematics lessons; Mathematikunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Survey; Umfrage; Befragung; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Negative Fixierung; Faktorenanalyse
Abstract	This paper investigated pre-service mathematics teachers' mathematics beliefs, beliefs about information and communication technology (ICT), and their relationships. 787 pre-service mathematics teachers in China completed a survey questionnaire measuring their beliefs about the nature of mathematics, beliefs about mathematics learning and teaching, attitudes toward ICT, and beliefs about ICT use in mathematics education. Descriptive statistics, simple correlation analysis, and step-wise progression analysis were performed in the data analysis. The results indicate that pre-service mathematics teachers' dynamic belief about the nature of mathematics, constructivist belief about mathematics learning and teaching, and positive attitudes towards ICT are more likely to be correlated with their constructivist belief about ICT use. In contrast, their traditional beliefs about the nature of mathematics and its learning and teaching are more likely to be associated with their traditional beliefs about ICT use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01