Abstract
This study explored the characteristics of pre-service primary teachers (PSTs) influenced by mathematical belief and mathematical knowledge for teaching (MKT) PSTs’. A qualitative approach was used to investigate the levels of PSTs on mathematical belief and MKT. The two research instruments used in this study were an interview-based task and a questionnaire. Data collected from 6 (six) pre-service primary teachers which had completed all courses in teacher education and have joined the practice of teaching in elementary schools. Research results show that there are five levels of mathematical belief and mathematical knowledge for teaching, starting from 0 to 4, with different characteristics. The differences are based on belief systems and indicators of MKT. Key words: Mathematical belief, mathematical knowledge for teaching (MKT), levels, pre-service primary teachers (PSTs).
Highlights
The philosophical view of teacher’s role in teaching and learning oriented at teaching impact divides teachers into three types (Ernest, 1989)
The findings show that Cita, Wida, Eri, and Dina have same results on MCK and different results on MPCK and mathematical belief
This research shows that PSTs have been identified by leveling of formulated mathematical belief and MKT
Summary
The philosophical view of teacher’s role in teaching and learning oriented at teaching impact divides teachers into three types (Ernest, 1989). Third is teacher as facilitator representing the philosophical view concerning problem solving, which is the highest level of a teacher’s role. Such a role of teacher as a practitioner, according to Ernest (1989) and Philipp (2007) is affected by his or her belief. Considering the weakness of pre-service teachers and teachers in the contents of Arithmetic and Geometry, namely weak content knowledge (Hinton et al, 2014) and weak pedagogical knowledge, according to Thompson (as cited in Philipp, 2007), it is important that research considers the interrelatedness of belief and knowledge simultaneously
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