• School Mathematics
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• v.16 no.1
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• pp.111-133
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• 2014

This study aims to explore mathematical belief system and core belief factors to be found. The mathematical belief system becomes an auto regulation device for students' using mathematical knowledge in mathematical situations and provides them with the context to perceive and understand mathematics. They have individual mathematical beliefs for each of mathematics subject, mathematical problem solving, mathematical teaching and learning and self-concept, and these beliefs of students construct mathematical belief system according to mutual relationships among the mathematical beliefs. Using correlation analysis and multiple regression, mathematical belief system was structuralized and core belief factors were found. Mathematical belief system is structuralized and, as a result the core belief factors that are psychological centrality of high school students' mathematical belief system are found to be persistence, challenge, confidence and enjoyment. These core belief factors are formed on the basis of personal experiences and they are personal primitive beliefs that cannot be changed with ease and cannot be shared with other people but they are related with many other beliefs influencing them.

• Communications of Mathematical Education
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• v.14
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• pp.371-394
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• 2001

교사 교육기관에서 교육을 받고 있는 예비 수학교사들의 교수-학습에 대한 신념은 주로 초, 중, 고등학교를 다니면서 수학 교사와의 상호작용과 긍정적 혹은 부정적인 경험에 의해서 형성되어져 있다. 이러한 신념은 결국 사범대학에서의 교육을 받으면서 지식의 습득 과정에 영향을 미치게 된다. 따라서 예비수학교사들이 가지고 있는 수학의 교수-학습에 대한 신념을 조사하는 것은 이들이 기존에 가지고 있는 신념에 대한 반성의 기회를 제공하게 되어 바람직한 신념형성 및 장차 교사가 되었을 때 수학교실에서의 교수-학습의 새로운 전환에 도움이 될 것이다. 그리고 이들의 신념을 조사, 연구하는 것은 현재 수학과 교사 교육기관에서 이루어지고 있는 교수와 학습에 대한 질을 개선하는데 도움이 될 것이다.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.485-506
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• 2020

The purpose of this study is to analyze of the effect in Mathematics Teachers beliefs on their students beliefs by Latent Class Regression Model (LCRM). For this analysis, the study used the findings and surveys of Kang, Hong (2020) who developed a belief profile by analyzing the mathematical beliefs of 60 high school teachers and 1,850 second-year high school students learning from them through the Latent Class Analysis (LCA). As a result It was observed that 'Nature of Mathematics', 'Mathematic Teaching' and 'Mathematical Ability' of mathematics teachers beliefs influence the mathematical beliefs of students. The teacher's belief of 'Nature of Mathematics' statistically significant effects on students' beliefs in 'School Mathematics', 'Problem Solving', 'Mathematics Learning'. The teacher's belief of 'Teaching Mathematics', 'Mathematical Ability' statistically significant effects on students' beliefs in 'School Mathematics', 'Problem Solving', 'Self-Concept'. The results of this study can give a preview of the phenomenon in which teacher's mathematical beliefs are reproduced into student's mathematical beliefs. In addition, the results of observation of this study can be used to the contents that can achieve the purpose of reorientation for mathematics teachers.

• School Mathematics
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• v.10 no.4
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• pp.649-669
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• 2008

The study focuses on what to consider and do for the improvement of math education of Korea by comparing two general high school students' and two specialized high school students' beliefs about mathematics and mathematics learning. The major topics compared in the beliefs are composed of perception of mathematics as a science, learning methods of mathematics. The results of the study show that two general high school students tend to set more low value on mathematics, especially in the value of implement, civilization, utility of mathematics than that of two specialized high school students.

• Communications of Mathematical Education
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• v.8
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• pp.189-207
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• 1999

본 연구의 목적은 초 ${\cdot}$ 중학생들의 수학적 신념을 알아보고, 그러한 신념을 형성하는 요인들을 수학 교실의 상호작용에서 찾아보는 것이었다. 이를 위해, 초등학교 5, 6학년과 중학교 1, 2, 3학년 학생들의 수학적 신념을 질문지로 조사하였으며 각급 학교의 수학 교실에서 벌어지는 교수-학습 과정을 비디오로 촬영하여 각 교실의 사회적 규범들을 비교 분석하였다. 그 결과로서, 학생들은 수학은 이미 만들어진 규칙과 용어들로 이루어졌고 그 규칙에 따라 주어진 문제를 풀어 답을 구하는 것이 수학적 활동이라고 인식하고 있었다. 한편, 이러한 신념은 각급 교실에 형성된 사회수학적 규범과 일치했으며, 특히 개념설명과 새로운 전략 및 오류에 대한 반응과 관련된 사회수학적 규범이 학생들의 수학적 활동을 제한함으로써 그들의 신념을 결정하고 있었다.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.121-142
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• 2001

The purpose of this study is to investigate elementary teacher's beliefs and attitudes about mathematics and how those reflect their teaching practices. For this goal : (1) Designing questionnaire to measure elementary teachers' beliefs and attitudes about mathematics (2) Inquiring into character of elementary teacher's beliefs and attitudes about mathematics after analyzing questionnaire (3) Analyzing two teachers' mathematics teaching practices to understand how teacher's beliefs and attitudes affect mathematics teaching practices.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.377-411
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• 2021

This study aims to explore central and peripheral beliefs of mathematics teachers in the context of teaching and learning. For this purpose, this study analyzed teacher noticing of 8 mathematics teachers who are in-service in terms of mathematical beliefs using video-clips of math lessons. When the teachers in the video-clips seemed to have a teaching and learning problem, teachers who adopt noticing critized the classroom situation by reflecting his or her own mathematical beliefs and suggested alternatives. In addition, through noticing analysis, teachers' mathematical beliefs reflected in specific topics such as student participation in teaching and learning were compared to reveal their individual central and peripheral beliefs. Through these research results, this study proposed a model that extracts the central and peripheral beliefs of math teachers from the constraints of the teaching and learning context using noticing analysis. Additionally, it was possible to observe the teacher decision-making and expertise of mathematics teachers.

• 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.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.683-700
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• 2016

The traditional teaching-learning in mathematics, which pursue only one correct answer, should be reexamined to cope with an age of uncertainty. In this research, Perry's epistemological development scheme was noticed as a theoretical approach to diagnose problems of dualistic mathematics lessons and to search solutions of the problems. And Design-Based Research method was adopted, We developed the epistemological development scheme through considering Perry's theory and related studies, scaffoldings and teaching-learning to enhance students' epistemological positions in mathematics. Based on these discussions we designed teaching experiment about operations with negative numbers, and analyzed its didactic implications.

• 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.