Mathematical belief change in prospective primary teachers |
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Authors: | Peter Grootenboer |
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Institution: | (1) Griffith University, Gold Coast, QLD, Australia |
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Abstract: | The development and influence of beliefs in teacher education has been a topic of increasing interest for researchers in recent
years. This study explores the responses of a group of prospective primary teachers to attempts to facilitate belief change
as part of their initial teacher education programme in mathematics. The students’ responses seemed to fall into three categories:
non-engagement; building a new set of beliefs and; reforming existing beliefs. In this article the participants’ responses
are outlined and illustrated with stories from three individuals. This study suggests that belief reform is complex and fraught
with ethical dilemmas. Certainly there is a need for further research in this area, particularly given the pervasive influence
of beliefs on teaching practice.
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Keywords: | Belief change Mathematics preservice teacher education |
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