Abstract
As mathematics teachers’ beliefs form the basis of their classroom practices, it is important to gain greater insight into them and their development. This study examines and compares the beliefs of prospective teachers without and with practical experiences regarding the nature of mathematics and mathematics teaching and learning goals. As a result of combining qualitative and quantitative data analysis, it is possible to obtain a deeper understanding of prospective teachers’ beliefs and their potential change due to practical experiences. Eleven students participated in a survey consisting of a questionnaire and an interview. In order to analyse the participants’ answers, the examined beliefs were categorised into four mathematical world views. Both the quantitative and qualitative analyses provide evidence that the evaluated beliefs have not changed as a result of practical experiences. All respondents considered the application of mathematics to be a teaching goal. The dynamic and static nature of mathematics is reflected in their views regarding the essentials of learning mathematics.
Published Version
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