New insights into the beliefs of secondary pre-service teachers about mathematics
Vesife Hatisaru, Olivia Johnston, Julia Collins, Benjamin Rott
Source abstract
Teachers’ beliefs about mathematics can shape how they approach teaching, learning, and assessment in mathematics classrooms. This study examined Australian pre-service teachers’ (PSTs’) epistemological beliefs about mathematics. A total of 18 PSTs enrolled in Bachelor of Education and Master of Teaching (secondary mathematics) programs participated in the study by answering prompt questions in an open-ended questionnaire. The participants’ responses were content analyzed by categorizing the views evident in the responses into four pre-defined mathematical orientations: formalism-related, scheme-related, process-related, and application-related. Findings have shown that the dominant beliefs for the participants reflected process- or application- related orientations to mathematics. These findings are of value to PST educators who seek to explore and expand the beliefs that future teachers hold about the nature and structure of mathematics.
Evidence graph
No public relationships recorded yet.
Integrity note: This page is a factual metadata record created by deterministic ingestion. It is not a claim that the work moves a mathematical frontier or has been independently verified.