Pre-service teachers' prior learning experiences of mathematics and the influences on their beliefs about mathematics teaching

Pre-service teachers' prior learning experiences of mathematics and the influences on their beliefs about mathematics teaching

• Lo, Wing Yee Woosong University, South Korea

International Journal of Instruction, 14(1), 795-812, 2021

International Journal of Instruction

2021

• G 課程與教學:個別教學範疇
  • GC 數學及統計學
    • GCC 教學方法與效果

Mathematical Beliefs Pre-service Teachers Primary Mathematics Prior Learning Experiences Teacher Education

• Hong Kong

• 1997.7 onwards

• 小學教育

Given the relationship between teacher beliefs and practices, it is critical to understand how pre-service teachers' past school experiences impact on their beliefs about teaching. There is a growing recognition of the influence of preservice teachers' prior mathematical experiences on their beliefs regarding mathematics instruction in the primary school classroom. This qualitative study aimed to investigate Hong Kong primary pre-service teachers' past experiences in learning mathematics and their beliefs about the teaching of mathematics. Nineteen primary pre-service teachers who had selected mathematics as their major in a teacher training program participated in the study. Each participant was required to complete three beliefs tasks in the individual interview in order to recall the teaching of their best mathematics teachers, articulate their memories of learning mathematics, and uncover the kind of primary mathematics teacher they planned to be. The results provided a valuable insight into the effects of pre-service teachers' prior mathematics class incidents on their espoused pedagogical beliefs. While both positive and negative learning experiences of mathematics had a positive impact on interviewees' beliefs about mathematics teaching, most demonstrated their willingness to learn from the past and realised the need to establish better learning environments for their future primary school students. Copyright © 2021 International Journal of Instruction.

• 英文

期刊論文

• 1694609X

https://bibliography.lib.eduhk.hk/tc/bibs/92dae1c9

2022-04-20