Abstract
This study examines South Korean elementary teachers’ belief structures in the application of their knowledge in mathematics instruction based on the assumption that beliefs play the role of filters when teachers apply their knowledge. From the statistical analysis of the survey data, this study reveals that there are some dominant components in South Korean elementary teachers’ belief structures. In addition, some belief components might be affected by a teacher’s gender and academic degrees. The findings include representative illustrations of South Korean elementary teachers’ belief structures in building students’ mathematics ideas, addressing students’ misconceptions, engaging students in mathematics learning, and promoting students’ thinking about mathematics.
Highlights
Recent studies confirm that teachers’ beliefs affect their teaching practices, such as the way they interact with students and organize classroom activities (Philipp, 2007; Torff, 2005)
When considering the fact that there were not significant differences among groups of teachers based on the other variables, the results of data analysis may demonstrate that there might be some innate beliefs caused by gender differences, which is difficult to change despite teacher education programs or teaching experiences
We identified the belief structures of South Korean elementary teachers in the application of knowledge in mathematics instruction based on the assumption that beliefs play the role of filters when teachers apply their knowledge
Summary
Recent studies confirm that teachers’ beliefs affect their teaching practices, such as the way they interact with students and organize classroom activities (Philipp, 2007; Torff, 2005). Beliefs are considered to be strong predictors of human behaviors because they provide grounds for how a teacher frames problems and tasks in order to make a proper decision on how to instruct students (Rimm-Kaufman & Sawyer, 2004; Torff &Warburton, 2005). In this regard, teachers’ beliefs regarding how they conceptualize instructions should be investigated in order to improve the quality of instruction, as their beliefs have a direct impact on their teaching practices in a classroom (Wilson & Cooney, 2002).
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