수학 마인드셋에 초점을 둔 초⋅중등 예비교사들의 수학 신념 조사

Abstract

Objectives It is to examine the mathematical mindsets of pre-primary and secondary school teachers in Korea and the mathematical beliefs that affect them.
 Methods A survey was conducted on 108 pre-service teachers who will be elementary, middle or high school teachers in the near future and verification of differences between groups was verified using SPSS's t-test and ANOVA. In addition, the correlation between the mathematical mindset and other factors was analyzed.
 Results The average math beliefs and math mindsets of pre-service teachers were slightly above 3 on a 5-point scale, respectively. In addition, there was a tendency for mathematical beliefs and mathematical mindsets to change negatively as the grade rises. However, although there were no differences by university, gender, and high school, the interaction effect of gender by university was significant in math self-concept, and male students in both universities had higher math self-concept than female students. In addition, math mindsets were found to be correlated with self-concept, mastery orientation, and belief in mathematics.
 Conclusions As the existence of preliminary teachers with fixed mindsets has been confirmed, teacher education institutions should devise measures to explicitly guide preliminary teachers to the theory of growth.