초등 예비교사의 수학적 신념 변화에 관한 분석

Abstract

Elementary pre-service teachers can be educated as mathematics teachers through the teacher curriculum, and can move from the student’s experience in mathematics teaching and learning to the teacher's experience. In this process, the mathematical beliefs of elementary pre-service teachers change. The purpose of this study was to investigate the change of mathematical beliefs of elementary school pre-service teachers. The same subjects were surveyed by the Mathematical Belief in December 2015, 2016, and 2017, and the changes in mathematical beliefs were examined for three years. Specifically, we examined categorical changes in mathematical beliefs over three years into beliefs in mathematics, in solving problems, in mathematics learning, and in mathematical self-concepts. We also examined the differences in mathematical beliefs according to gender and major. As a result, beliefs in mathematics and in mathematics learning have changed, but beliefs in mathematical problem-solving are unchanged. Also, among the beliefs about self-concept, usefulness and innate ability have changed, but interest and confidence have not changed. Second, mathematical beliefs differed in stereotypes, process factors, interest factors, and confidence factors according to majors, and differences in mathematical beliefs according to gender were found in challenge, teacher-led, usefulness, and confidence factors. These results provide implications for the educational programs and curriculum of elementary pre-service teachers.