초등 현직교사의 수학적 신념 분석 연구

Abstract

The mathematical belief of the teacher affects the mathematical belief of the student and is associated with the teacher’s instruction strategy and classroom behavior. To enumerate, the understanding of the mathematical belief of the currently employed elementary school teachers, is the first step to identifying, developing and implementing didactics to further educational goals in the classroom. This study analyzes the mathematical belief of elementary school teachers. In brief, the results are as follows. First, the correlation analysis of the mathematical belief factors in the elementary school teachers found the strong correlation between the interest factor in self-concept and the persistence factor in mathematical problem-solving, as well as between the factor of teacher's lead in the belief in mathematical learning and other mathematical belief factors. Second, the review of factors affecting teacher's lead and participation in activities which are beliefs in mathematical learning showed that preconceptions in the belief in the math subject and the confidence factor in the self-concept affected the teacher's lead factor, while the process factor which is a belief in mathematical problem-solving and the interest factor which is a belief in self-concept affected the factor of participation in activities. Third, in the mathematical beliefs of the elementary school teachers as measured by the length of their career, it is noted that statistically significant differences were found in practicality, process, persistence, teacher's lead and natural gift factors. On the whole, the results of this study can be used as a basis for developing various measures in ongoing continuing education teacher training programs based on the beliefs of elementary school teachers as noted in this study.