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http://dx.doi.org/10.7468/jksmec.2018.21.3.329

Analysis on the Belief about Mathematics of Elementary School Preservice Teachers and Elementary School Teachers.  

Kwak, Soyeon (Daegu Dongsan Elementary School)
Kim, Jinho (Daegu National University of Education)
Publication Information
Education of Primary School Mathematics / v.21, no.3, 2018 , pp. 329-349 More about this Journal
Abstract
The purpose of this study is to investigate the mathematical belief of elementary school preservice teachers and elementary school teachers and to analyze their differences in mathematical belief. The results of the analysis are as follows. First, Elementary school preservice teachers generally regard the belief in the nature of mathematics as 'rules and procedures' and emphasize the 'process of inquiry' about the beliefs of learning mathematics. When comparing the beliefs according to gender, there is a significant difference only in the category of 'teacher instruction' among the beliefs of learning mathematics. Second, elementary school teachers generally regard the nature of mathematics as a 'inquiry process' and have a 'student-led' belief about the learning mathematics. There is no significant difference of the belief about the nature of mathematics and learning mathematics between the elementary school teachers by gender and majors. However, when comparing the mathematical beliefs according to educational level, there is a difference in beliefs about the nature of mathematics. Third, comparing the mathematical beliefs of elementary school preservice teachers and elementary school teachers, there is no statistically significant difference between the two groups in the 'rules and procedures' subcategories of the nature of mathematics, but there is a significant difference in 'inquiry process'.
Keywords
mathematical belief; mathematical nature; mathematical learning; prospective elementary teacher; primary school teacher;
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