Shifting Pre-Service Teachers’ Beliefs About Mathematics Teaching: the Contextual Situation of a Mathematics Methods Course

For pre-service teachers (PSTs) who have been exposed to traditional approaches, teacher education courses can be a revelatory experience in their development as educators. This study explores if Canadian upper elementary/lower secondary (grades 4–10) PSTs change their beliefs about mathematics teaching as a result of taking a mathematics methods course and how the course influenced these beliefs. Surveys were used to measure participants’ mathematics beliefs, and results show that PSTs’ beliefs moved to favor reform-based approaches. Qualitative data complemented the survey results, suggesting that experiencing new approaches and having the opportunity to apply them into practice are important to their development as mathematics teachers.     

How gender stereotypes of students and significant others are related to motivational and affective outcomes in mathematics at the end of secondary school

We examined associations between the explicit mathematics-related gender stereotypes of students, parents, teachers, and classmates and students’ motivational-affective outcomes in mathematics (self-concept, interest, anxiety) at the end of Grade 9. Based on representative data from the German Trends in Student Achievement 2018 study (N = 30,019), results of latent multilevel mixture models show that boys’ and girls’ explicit beliefs in the stereotype favoring their own gender in-group (i.e., boys’/girls’ belief that boys/girls do better at mathematics) were related to higher levels of self-concept and interest and to lower anxiety. Parents’ gender stereotypes showed an incremental association with all three outcomes for girls but only with mathematics self-concept for boys. Gender stereotypes of teachers were not related to students’ outcomes. However, classmates’ stereotypes favoring girls or boys in mathematics were negatively associated with outcomes of the positively stereotyped group. Thus, a male student in a classroom with classmates who share the traditional stereotype that boys do better at mathematics than girls would hold a lower self-concept and interest and higher anxiety level after controlling for the beneficial individual association of himself having the same belief and his motivational and affective outcomes. Similarly, a girl’s motivational-affective outcomes would be more favorable in the same environment characterized by the shared traditional stereotype of mathematics as a male domain after controlling for the negative individual association. Shared stereotypes in the classroom could thus trigger social comparison processes to which students are more susceptible than to stereotypes of their teachers.     

Exploring early childhood preservice teachers’ mathematics anxiety and mathematics efficacy beliefs

Early childhood preservice teachers participated in a qualitative multiple case study to explore and examine the effectiveness of reform-based constructivist methods used in a mathematics methods course to change their mathematics anxiety, mathematics self-efficacy, and mathematics teachers’ efficacy beliefs. Findings indicated that instructor’s use of a variety of reform-based strategies to teach and model concepts were effective in reducing their mathematics anxiety and improving their mathematics self-efficacy and mathematics teaching efficacy beliefs. Based on these findings, it is recommended that mathematics methods course instructors use reform-based constructivist methods in their courses as outlined by the NCTM’s (2014) principles. Teacher educators must also consider carefully their attitudes and disposition toward mathematics along with the type of classroom and learning environment they establish in mathematics methods courses. They must emphasize conceptual understanding during mathematics methods courses, understand the connection between preservice teachers’ mathematics anxiety and mathematics efficacy beliefs, and integrate field experiences as well as peer teaching opportunities into mathematics methods courses.     

Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers’ Tracking Recommendations

This study investigated the extent to which differences in implicit and explicit math–language gender stereotypes, and essentialist beliefs among preservice teachers affect tracking recommendations for math/science- versus language-oriented secondary schools. Consistent with expectations, the results suggest that student's gender influences preservice teachers’ school career recommendations: Boys are more likely to be recommended for a math/science-oriented secondary school, whereas girls are more likely recommended for a language-oriented school. Both implicit math–language gender stereotypes and beliefs in genetic determinism (reflecting essentialist beliefs) predicted the stereotypicality of school career recommendations, whereas explicit measures did not. The results suggest that more closely investigating factors contributing to stereotypical behavior in teachers might help to minimize biased actions and decisions in the educational context.     

Experiencing the real context between families,schools, and community relationships: transforming preservice teachers’ perceptions

ABSTRACT

This Reflection on Practice is based upon a change in the undergraduate course Family and Community Relations. Historically, this course has been taught on campus in a lecture format, as well as small and large group activities. However, during a spring semester at a midsized Midwestern University, it was altered to provide more direct experiences for preservice teachers (PSTs) with families in a local child care program. This change was grounded in the belief that PSTS need “authentic experiences with families”(Pedro, Miller, & Bray, 2012, p.13). In addition to being in classrooms at the end of the child care day to interact with parents and participating in parent/teacher conferences, the PSTs planned and implemented two family events as well as created a space for families in the child care program’s entry area. Reflections from the instructor’s journal and feedback from parents and administrators following the events indicated a change in the PSTs behavior resulting in increased professionalism and a desire to do their best for the families of the early childhood program. This outcome suggests that providing PSTs opportunities to work directly with families as part of their educational program holds promise for the possibility of transformative learning to occur.     

Learning environment,self-efficacy for teaching mathematics,and beliefs about mathematics

Learning environment research has a long history of significant relationships between the learning environment and student outcomes. This study investigated relationships between the learning environments of mathematics courses in a teacher education program and two outcomes, mathematics teaching self-efficacy and beliefs about mathematics. These two outcomes have been repeatedly shown to influence the future teaching practices of preservice teachers but, to date, their relationships with learning environment have been investigated neither with preservice teachers nor at all in the United Arab Emirates or wider Gulf region. The learning environment was found to be significantly related to preservice teachers’ mathematics teaching self-efficacy and beliefs about mathematics. Learning environments perceived more favourably by preservice teachers were associated with higher self-efficacy for teaching mathematics, but also with more-traditional beliefs, making these findings important for higher education institutes and teacher educators.

     

Mathematics Anxiety In Preservice Elementary School Teachers

Mathematics anxiety is a condition that exists in many children and adults. Studies (Bulmahn & Young, 1982, Kelly & Tomhave, 1985) have indicated that about 10% of all preservice elementary school teachers have mathematics anxiety. The author verified this statistic in a research study conducted by Basta & Unglaub (1994). In fact, with the particular sample used in the 1994 study (79 preservice elementary school teachers) the number of high mathematics anxious rose to 11.4% based on the Mathematics Anxiety Rating Scale (Suinn, 1972).     

Exploring mathematics identity: an intervention of early childhood preservice teachers

ABSTRACT

Early childhood and elementary preservice teachers often fear mathematics, find it irrelevant, have mathematics anxiety, hold negative self-perceptions, and have low mathematics achievement. This study investigates the influence of an identity exploration intervention on preservice teachers’ mathematics identities during a college Algebra course specifically designed for education majors. Results provide insight into the patterns of change in identity and motivation. Data was analyzed following a theoretical framework on role identity that highlights the interaction between self-perceptions, beliefs, goals, and action possibilities. Analysis identified patterns of change in student identities. Themes across cases highlight the differences in change amongst participants, the influence of initial identity, and the impact of perceived relevance on identity exploration.     

The role of a children's mathematical thinking experience in the preparation of prospective elementary school teachers

Historically, content preparation and pedagogical preparation of teachers in California have been separated. Recently, in integrating these areas, many mathematics methodology instructors have incorporated children's thinking into their courses, which are generally offered late in students’ undergraduate studies. We have implemented and studied a model for integrating mathematical content and children's mathematical thinking earlier, so that prospective elementary school teachers (PSTs) engage with children's mathematical thinking while enrolled in their first mathematics course. PSTs’ work with children in the Children's Mathematical Thinking Experience (CMTE) may enhance their mathematical learning. Preliminary study results indicate that the sophistication of CMTE students’ beliefs about mathematics, teaching, and learning increased more than the sophistication of beliefs held by students enrolled in a reform-oriented early field experience and that experiences considering children's mathematical thinking provided PSTs with increased motivation for learning mathematics.     

Preservice Science Teachers’ Epistemological Beliefs and Informal Reasoning Regarding Socioscientific Issues

This study investigated preservice elementary science teachers’ (PSTs) informal reasoning regarding socioscientific issues (SSI), their epistemological beliefs, and the relationship between informal reasoning and epistemological beliefs. From several SSIs, nuclear power usage was selected for this study. A total of 647 Turkish PSTs enrolled in three large universities in Turkey completed the open-ended questionnaire, which assessed the participants’ informal reasoning about the target SSI, and Schommer’s (1990) Epistemological Questionnaire. The participants’ epistemological beliefs were assessed quantitatively and their informal reasoning was assessed both qualitatively and quantitatively. The findings revealed that PSTs preferred to generate evidence-based arguments rather than intuitive-based arguments; however, they failed to generate quality evidence and present different types of evidence to support their claims. Furthermore, among the reasoning quality indicators, PSTs mostly generated supportive argument construction. Regarding the use of reasoning modes, types of risk arguments and political-oriented arguments emerged as the new reasoning modes. The study demonstrated that the PSTs had different epistemological beliefs in terms of innate ability, omniscient authority, certain knowledge, and quick learning. Correlational analyses revealed that there was a strong negative correlation between the PSTs’ certain knowledge and counterargument construction, and there were negative correlations between the PSTs’ innate ability, certain knowledge, and quick learning dimensions of epistemological beliefs and their total argument construction. This study has implications for both science teacher education and the practice of science education. For example, PST teacher education programs should give sufficient importance to training teachers that are skillful and knowledgeable regarding SSIs. To achieve this, specific SSI-related courses should form part of science teacher education programs.     

Stickers to Facts,Imposers, Democracy Advocators,and Committed Impartialists: Preservice Science Teachers’ Beliefs About Teacher’s Roles in Socioscientific Discourses

For science teachers using the discourse of socioscientific issues (SSI), it is important to make a decision as to whether when and how to disclose their own positions. The existing limited literature shows that science teachers prefer one of four roles during SSI discourse: sticker to facts, imposer, democracy advocator, and committed impartialist. The purpose of the present research is to understand the nature of preservice science teachers’ (PST) beliefs underlying such selection. Based on existing literature, we developed a teacher’s belief questionnaire including vignettes representing four teacher’s roles in discussion of genetically modified (GM) foods. Three hundred twenty-four (324) PSTs from a Turkish context experiencing SSI-based reforms completed these questionnaires, selected one of the teacher’s roles, and justified their selection by writing reasons. Content analysis procedures were used in data analysis of this qualitative study. The results show that most PSTs selected dialogical roles (democracy advocators and committed impartialists). Looking at their beliefs, epistemologies and teaching goals work together in PSTs’ selection of their preferred role. In addition, we argue that there is no desired alignment between teachers’ existing beliefs and expectations of SSI reforms. We conclude by indicating certain implications that may enhance such alignment.     

Examining shifts in preservice teachers’ beliefs and attitudes toward writing instruction

ABSTRACT

The purpose of this study was to examine the effectiveness of integrating self-reflection, focused instruction, and field practice in a semester-long language arts course in order to shift early childhood preservice teachers’ (PSTs) beliefs and attitudes about writing instruction, as well as their development and planned use of tools for instruction. The findings revealed that a course focused primarily on preparing PSTs to teach writing can influence PSTs’ definitions of writing, the importance they place on writing instruction, their self-efficacy related to teaching writing, and their tools for instruction.     

Preservice Middle and High School Mathematics Teachers’ Strategies when Solving Proportion Problems

The purpose of this study was to investigate eight preservice middle and high school mathematics teachers’ solution strategies when solving single and multiple proportion problems. Real-world missing-value word problems were used in an interview setting to collect information about preservice teachers’ (PSTs) reasoning about proportional relationships. An explanatory case study methodology with multiple cases was used to make comparisons within and across cases. Analysis of the semi-structured interviews with each PST revealed that using practical problems, in which plastic gears and a mini balance system were provided, and multiple proportion problems facilitated the PSTs’ recognition of the proportional relationships in their solutions. Therefore, they avoided using cross-multiplication and erroneous strategies in those problems. Among the strategies that the PSTs used in solving single and multiple proportion problems, the ratio table strategy was the most frequent and effective strategy. The ratio table strategy enabled the PSTs to recognize the constant ratio and product relationships more than the other strategies. The results of this study illuminate how PSTs reason about proportional relationships when they cannot rely on computation methods like cross-multiplication.     

The use of a collaborative math tutoring model to improve content knowledge among special education teacher candidates

ABSTRACT

The mathematics achievement gap in special education is a chronic and significant challenge for the field. The need for improved teacher preparation in mathematics is crucial in addressing this gap. This study examines a capstone experience in higher level mathematics tutoring for preservice teachers. Results indicate that the experience was effective at improving preservice teachers’ higher level math content knowledge compared to teachers who did not receive experiential math learning in their teacher preparation. Implications for preservice teacher preparation programs are presented.     

Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs,PCK and domain knowledge among preservice teachers from the United States

This mixed-methods study investigated the relationships among preservice teachers’ efficacy beliefs, pedagogical content knowledge (PCK) and their domain knowledge (DK) as related to mathematics and science teaching. Quantitative results revealed that participants’ PCK was significantly correlated with their mathematics and science efficacy beliefs. Additionally, participants’ mathematics and science DK did not predict their mathematics and science personal efficacy beliefs, however, their PCK score predicted participants’ outcome expectancies. Interview analysis revealed five inter-related key themes, labeled as: Previous academic experiences, Mathematics and science PCK beliefs, Personal efficacy, Outcome expectancies and Emotions. These common themes describe participants’ views of their quality teacher training and thinking about planned instruction. Educational implications are discussed in relationship with study findings.     

Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: insights from evaluating a teacher education program

Scholars and teacher educators alike agree that teachers’ beliefs and attitudes toward mathematics are key informants of teachers’ instructional approaches. Therefore, it has become clear that, in addition to enriching preservice teachers’ (PSTs) knowledge, teacher education programs should also create opportunities for prospective teachers to develop productive beliefs and attitudes toward teaching and learning mathematics. This study explored the effectiveness of a mathematics preparatory program based on the history of mathematics that aimed at enhancing PSTs’ epistemological and efficacy beliefs and their attitudes toward mathematics. Using data from a questionnaire administered four times, the study traced the development of 94 PSTs’ beliefs and attitudes over a period of 2 years. The analysis of these data showed changes in certain dimensions of the PSTs’ beliefs and attitudes; however, other dimensions were found to change in the opposite direction to that expected. Differences were also found in the development of the PSTs’ beliefs and attitudes according to their mathematical background. The data yielded from semi-structured follow-up interviews conducted with a convenience sample of PSTs largely corroborated the quantitative data and helped explain some of these changes. We discuss the effectiveness of the program considered herein and draw implications for the design of teacher education programs grounded in the history of mathematics.

Understanding Preservice Teacher Skills to Construct Lesson Plans

This study examined preservice teachers’ (PSTs) capacity for lesson planning in a university-based teacher preparation program in the USA Participants (n?=?126) wrote lesson plans in three approaches: synthesis, creation, and modification. Findings indicate that PSTs who modified preexisting lesson plans produced better lesson plans than their peers and reported higher efficacy in their use of the lesson plan in their field experiences. This study supports the notion that the efficacy of first-year teaching lies more appropriately in the area of enacting curriculum than in the area of designing curriculum. With respect to career-long learning, PSTs’ abilities to do curriculum work are likely to improve, as they grow more familiar with students and existing excellent curricula over years. Although the study presents a snapshot of U.S. preservice teachers’ capacity for curriculum design, the findings may serve to inform the literature on the developmental aspect of curriculum design for teacher education systems across the world.     

Changing preservice teachers’ epistemological beliefs about teaching and learning in mathematics: An intervention study

We investigated a theoretical model including an instructional intervention and systematic processing to account for change in preservice teachers’ epistemological beliefs about teaching and learning in mathematics. General and subject-specific epistemological beliefs and systematic processing were assessed in 161 preservice teachers, randomly assigned to an experimental group whose epistemological beliefs about mathematics were activated and challenged through augmented activation and refutational text or to a control group who read a traditional expository text. The model was partially supported. The treatment group receiving the instructional intervention demonstrated greater change in implicit epistemological beliefs than the control group, and partial support for systematic processing as a mediator of the relationship between general epistemological beliefs and change in specific epistemological beliefs was obtained.     

The battle for rap: problems and possibilities in teacher education

This qualitative study examined preservice teachers’ (PSTs’) ideas and beliefs regarding the use of rap for instructional purposes in P-12 classrooms, and the ways in which they proposed to use rap in the teaching of middle and high school social studies. Participants included the instructor of a social studies methods course, and thirteen PSTs enrolled in the course. The findings suggest that PSTs view rap as a phenomenon that must be approached in a careful manner, and that is best suited to content areas other than social studies. The findings also suggest that PSTs’ proposed uses of rap represent P-12 education as an uncritical, teacher-centric endeavor which serves to perpetuate the status quo.     

Investigating the effects of peer instruction on preservice mathematics teachers’ achievements in statistics and probability

This study investigated the effects of two different accountability scoring mechanisms (ASMs), which were used during the peer instruction (PI) process, on preservice middle school mathematics teachers’ (PSTs) achievements in statistics and probability. In the spring semester of 2016–2017 academic year, 46 third-year PSTs, who had been attending a statistics and probability course, participated in the study. Based on their pre-test scores, the PSTs were randomly divided into two equally achieving groups (Group 1 and Group 2). The data of this study were collected using an academic achievement test and PI and course evaluation forms. A learning management system (LMS), which was a web-based application designed by the first author, was used in collecting the PSTs’ responses to the given conceptual questions. Two different ASMs were used in calculating the PSTs’ PI scores. The findings showed that the PSTs in Group 1 obtained significantly higher overall academic, PI, and post-test scores than the PSTs in Group 2. Therefore, the PSTs’ PI and overall academic achievement scores differed based on the ASM used. Thus, using an ASM during a PI process found to be effective in increasing the PSTs’ engagement in the peer discussion. Finally, the analysis of the PSTs’ opinions regarding to the PI, learning process, and learning environment indicated their overall satisfaction.