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An Analytical Study on the Mathematical Belief of the Elementary School Pre-Service Teachers  

Kim, Yunmin (Keimyung University)
Ryu, Hyunah (Chinju National University of Education)
Publication Information
School Mathematics / v.18, no.3, 2016 , pp. 691-709 More about this Journal
Abstract
Understanding the belief of mathematics pre-service teachers is essential in conducting and designing the effective teacher education program. This study analyzed the mathematical belief of the elementary school pre-service teachers. The results of the study are as follows. First, persistence factor, which is the belief about solving mathematical problems, following teacher direction factor, which is the belief about mathematical studies, activity involvement factor, and interest factor, which is the belief about self-concept, showed much connection with other mathematical belief factors. Second, the stereotype factor, which is the belief about mathematics, are affecting the following teacher direction factor. The process factor, which is the belief about solving mathematical problems, are affecting the activity involvement factor. Third, as for the comparison of the mathematical beliefs according to grades, only the stereotype and usefulness factors, which are the beliefs about mathematics, and the benefit factor, which is the belief about self-concept, had statistically significant differences. Fourth, as for the comparison of the mathematical beliefs according to majors, all the mathematical beliefs except for the confidence factor and benefit factor, which is the belief about self-concept, had significant differences. Based on the results of this study, we need to establish the mathematical beliefs that the elementary school pre-service teachers should have, and prepare various measures such as education program for pre-service teachers and instruction-learning methods.
Keywords
Mathematical Belief; Elementary School Pre-service Teachers;
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Times Cited By KSCI : 2  (Citation Analysis)
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