• Education of Primary School Mathematics
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• v.21 no.3
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• pp.329-349
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• 2018

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'.

• Journal of Elementary Mathematics Education in Korea
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• v.6 no.1
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• pp.1-21
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• 2002

Teachers' teaching behavior is directly influenced by teachers' belief, and students' belief system is directly influenced by teachers' teaching behavior. There has been a question whether curriculum of teacher training university could help preservice teachers form positive belief system. The purpose of this study was to address this issue empirically. First, a questionnaire about mathematical belief was given to freshmen preservice teachers. They generally showed positive belief about mathematics to the degree that is not satisfactory and responded most positively in the sub-area of teaching mathematics from three sub-areas of mathematics itself, studying mathematics, and teaching mathematics. After studying a mathematical philosophy course, the freshmen preservice teachers were given the same questionnaire that they responded before studying the course. Belief about mathematics itself was changed very positively, and increase in the sub-area of mathematics itself was the largest. These results show that the mathematical philosophy course helped preservice teachers form positive belief system in mathematics.

• Journal of the Korean School Mathematics Society
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• v.19 no.4
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• pp.459-478
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• 2016

With the proven benefits of and increased interest in using technology in education, the role of teachers has become more important in integrating technology into mathematics classroom. Thus, it is important to improve preservice teachers' technological, pedagogical, and content knowledge (TPACK), which are influenced by their beliefs. This study examines how preservice secondary mathematics teachers' experience and beliefs related to technology use in the mathematics classrooms impact their TPACK. The results of this study show that preservice teachers who have more experience using technology and who hold student-centered beliefs towards technology use display higher levels of technology-related knowledge than preservice teachers who have little experience and who hold teacher-centered beliefs. Understanding the relationships between preservice teachers' TPACK and beliefs provides insights into how teacher education programs can support preservice teachers to develop TPACK and integrate technology into their future mathematics instruction.

• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.385-400
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• 2007

This study pilot tested a researcher-designed instrument based on National Council of Teachers of Mathematics' problem solving standard and middle school teachers' beliefs about teaching problem solving. One hundred twenty four teachers' responses were analyzed. The instrument was validated and found to be reliable. The study found that females and males have significantly different beliefs about teaching problem solving. Age of the teacher did not appear to affect the teaching of problem solving.

• School Mathematics
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• v.18 no.3
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• pp.691-709
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• 2016

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.

• School Mathematics
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• v.17 no.4
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• pp.593-611
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• 2015

Under the assumptions that teachers' beliefs toward mathematics education play a role of a filter between teachers' knowledge and teaching practices, this study surveyed and analyzed elementary teachers' beliefs toward mathematics education: helping students to understand mathematics concepts, addressing students' mathematical misconceptions, engaging students in mathematics classroom, and improving students' mathematical thinking. From the analysis of survey results of the study, I found that there were dominant components in elementary teachers' beliefs system regarding teaching mathematics. In addition, there are some constructs affected by teachers' characteristics such as gender and educational backgrounds. In this study, I presented a representative model of elementary teachers' beliefs system toward mathematics education.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.49-64
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• 2019

The purpose of the study was to examine the current status of prospective elementary school teachers' mathematical beliefs. 339 future elementary school teachers majoring in mathematics education from 4 universities participated in the study. The questionnaire used in the TEDS-M(Tatto et al., 2008) was translated into Korean for the purpose of the study. The researchers analyzed the pre-service elementary teachers' beliefs about the nature of mathematics and about mathematics learning. Also, the results of the survey was analyzed by various aspects. To determine differences between the groups, one-way analysis of variance was used. To check the relationship between beliefs about the nature of mathematics and about the mathematics learning, correlation analysis was used. The results of the study revealed that the pre-service elementary teachers tends to believe that the nature of mathematics as 'process of inquiry' rather than 'rules and procedures' which is a view that mathematics as ready-made knowledge. In addition, the pre-service elementary teachers tend to consider 'active learning' as desirable aspects in mathematics teaching-learning practice, while 'teacher's direction' was not. We found that there were statistically significant correlation between 'process of inquiry' and 'active learning' and between 'rules and procedures' and 'teacher direction'. On the basis of these results, more extensive and multifaced research on mathematical beliefs should be needed to design curriculum and plan lessons for future teachers.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.79-107
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• 2013

The purpose of this study purpose was to analyze the structural model of variables such as experiences and personal- and professional- beliefs of cultural diversity, and the culturally responsive teaching efficacy of early childhood preservice teachers including identifying the beliefs as mediating variables. Another purpose was finding the different structural relations among the research variables according to the stages of a teacher education program. The participants were 273 students who enrolled in K grade teacher education programs in the southwest areas of the U.S. The research variables were measured with the items used by Schroeder (2008), Pohan and Aguilar (2001), and Siwatu (2007). The structural equation model analysis showed that the direct effects were found between the paths from the cultural diversity experiences and personal beliefs to the culturally responsive teaching efficacy, from the experiences to personal beliefs, from the personal to professional beliefs. The personal beliefs were identified as a mediator of the path from the experiences to professional beliefs. By multi-group analysis, the path from professional beliefs to the culturally teaching efficacy showed a meaningful difference between the initial and final stage groups of a teacher education program. Suggestions for future research and early childhood teacher education programs were presented based on the results.

• Journal of the Korean earth science society
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• v.23 no.4
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• pp.309-323
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• 2002

This qualitative study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of learning through four in-depth interviews. Of the sixteen participants in a larger study, five significantly changed ontological and epistemological beliefs and eleven did not. This study focused on these eleven teachers who have hardly changed their philosophical beliefs throughout the teacher education program. Ten teachers who consistently maintained the scientific realist beliefs were presented as a composite case (Young's case). Among the eleven teachers, there was one outlier who had consistently maintained an idealist and relativist epistemological position from the beginning of the study and was subjected to another case analysis (Ben's case). These cases corroborated the assertion that each individual's deeply entrenched ontological and epistemological beliefs are very hard to change. For researchers, this study offers insights into the reasons that preservice teachers give for non-changes in their thinking about learning to teach. The study also examines preservice teachers' perceived constraints in implementing their ideal pedagogies and the influence of the teacher education program on their pedagogical beliefs changes. The benefits and influences of the M.Ed. program's theoretical coursework and the field experiences on these teachers' learning-to-teach experiences are addressed with rich data. The implications for teacher educators as well as for the instructional practices of preservice teacher education programs are discussed. This research emphasize necessity of the field-based teacher education program and the need of empowering experienced school teachers as teacher educators in teacher preparation and professional development.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.175-200
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• 2013

This study focused on the relationships among teachers'playfulness, teachers'positive play beliefs, teaching efficacy on play and teacher's strategies of problem behavior guidance, and especially the mediating effects of teaching efficacy on children's play. Subjects were 151 early childhood teachers in Seoul and Chungcheungnam-do. The collected data were analyzed using simple regression, hierarchical multiple regression and the Sobel test. The main results of this study were as follows. First, teachers' playfulness and teachers'positive play beliefs had a positive influence on their proactive, positive reactive strategies of problem behaviors. On the other hand, teachers' positive play beliefs had a negative influence on their negative reactive strategies of problem behaviors. Second, teachers' playfulness and teachers'positive play beliefs had a positive influence on their teaching efficacy on play. Finally, the effects of teachers' playfulness on their proactive, positive reactive strategies of problem behaviors of preschoolers were totally mediated by their teaching efficacy on play.