Beliefs about Mathematics, Its Teaching, and Learning: Contrast between Pre-Service and In-Service Teachers

Autor/inn/en	Vesga-Bravo, Grace-Judith; Angel-Cuervo, Zaida-Mabel; Chacón-Guerrero, Gerardo-Antonio
Titel	Beliefs about Mathematics, Its Teaching, and Learning: Contrast between Pre-Service and In-Service Teachers
Quelle	In: International Journal of Science and Mathematics Education, 20 (2022) 4, S.769-791 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vesga-Bravo, Grace-Judith) ORCID (Angel-Cuervo, Zaida-Mabel) ORCID (Chacón-Guerrero, Gerardo-Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-021-10164-3
Schlagwörter	Mathematics Instruction; Teaching Methods; Learning Processes; Lesson Plans; Teacher Attitudes; Student Attitudes; Preservice Teachers; Mathematics Teachers; Doctoral Students; Undergraduate Students; Case Studies; Teacher Education Programs; Comparative Analysis + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lesson planning; Unterrichtsplanung; Lehrerverhalten; Schülerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Case study; Fallstudie; Case Study
Abstract	The present research inquired about beliefs of in-service and pre-service mathematics teachers as well as the analysis and comparison between the beliefs that they declare, argue, and reflect in their lessons plans, and the use of those beliefs in their practical exercises. Five pre-service teachers studying a Bachelor's in Mathematics, and three in-service teachers who were Ph.D. candidates in Mathematics Education participated in the study. A multiple case study was carried out using mixed methods. Closed questionnaires, semi-structured interviews, and lesson plans were used as instruments for information collection. The obtained data show how participants have been structuring their beliefs. Moreover, it was possible to determine that in-service teachers have more firm beliefs which were evidenced in their classroom proposals, whereas pre-service teachers have more tentative beliefs that, in general, do not align with what is evidenced through their lesson planners. The training received at the undergraduate and postgraduate levels has permeated the formation of participants' beliefs which can be evidenced in the obtained results. Some implications and suggestions for initial and continuous education programs for mathematics teachers and future research suggestions are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01