Pre-service mathematics teachers’ knowledge, beliefs, and attitude toward using PISA-based problem in mathematics education

Abstract

Attitude and belief have been considered as particularly important aspects in building students’ academic achievement. The current study aimed to examine Pre-Service Mathematics Teachers’ (PSMTs) general knowledge of PISA and their attitudes and beliefs towards using PISA-based problem in mathematics education based on their year level in teacher education programs. The sample included a total of 146 PSMTs in mathematics teacher education program from nine Universities in Indonesia. Data were collected through the knowledge of PISA test and Attitudes and Beliefs Questionnaires. From this study we revealed the poor score results of PSMTs knowledge of PISA. However, generally the female scores improve along with the increasing of year level education. On contrary, we found the opposite result showed by male subject. This indicate that the teacher education program needs to improve the PSMTs PISA skills and knowledge. PSMTs have a positive belief and attitude towards the use of PISA-based problems in learning. However, the positive belief and attitude is at the lowest indicator. This is most likely because of poor knowledge of Pre-service teacher on PISA itself. This is appearing from most of them that are rare or even never read PISA result development. Additionally, it was inferred that females scores better than males in both, knowledge also belief and attitude. In conclusion, the Pre-service teachers’ positive attitude and belief towards using PISA-based Problem emphasize that the importance of teacher education program for preparing the pre-services teachers implementing this alternative learning strategy.