Literaturnachweis - Detailanzeige
| Autor/inn/en | Yang, Xinrong; Kaiser, Gabriele; König, Johannes; Blömeke, Sigrid |
|---|---|
| Titel | Relationship between Pre-Service Mathematics Teachers' Knowledge, Beliefs and Instructional Practices in China |
| Quelle | In: ZDM: The International Journal on Mathematics Education, 52 (2020) 2, S.281-294 (14 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (König, Johannes) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1863-9690 |
| DOI | 10.1007/s11858-020-01145-x |
| Schlagwörter | Mathematics Instruction; Preservice Teachers; Mathematics Teachers; Correlation; Teaching Methods; Pedagogical Content Knowledge; Student Attitudes; Constructivism (Learning); Foreign Countries; Inquiry; China |
| Abstract | In this paper we examine the relationship between teachers' knowledge, beliefs and instructional practices based on a study with 495 Chinese pre-service mathematics teachers. The results indicate that Chinese pre-service mathematics teachers tend to hold mixed beliefs about the nature of mathematics, and a constructivist view about mathematics teaching and learning, and that they are inclined to report that their teaching is inquiry-oriented. Mathematical content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) were found not to correlate with the teachers' self-reported instructional practice, in contrast to pre-service mathematics teachers' beliefs, which showed a stronger association with their self-reported inquiry-oriented instructional practice. Moreover, pre-service teachers' dynamic beliefs about the nature of mathematics, and constructivist beliefs about mathematics teaching and learning, acted as mediators between pre-service mathematics teachers' MCK, MPCK and instructional practice respectively. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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