Abstract
Based on the fact that teachers' mathematical mindsets have a great cognitive and emotional impact on students, this study attempted to examine the tendency of mathematical beliefs including mathematical mindsets for elementary school teachers and derive implications for teacher education. To this end, a survey was conducted, and the data of 62 elementary school teachers who responded to this were processed using the SPSS statistics program. As a result of the survey, it was found that elementary school teachers' mathematical beliefs were moderate, and more than half had a neutral mind set. In addition, there are no differences by gender and high school class in mathematical beliefs and mathematical mindsets, but there are differences by teaching period and university grade self-evaluation. Implications for teacher education were proposed through the above contents.
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