Abstract
Mathematics teachers’ beliefs play an important role in the mathematics teaching practices. However, the instruments used to measure the mathematics on certain contents are still limited. Thus, this study was conducted to develop a Multiplication Beliefs Questionnaire (MBQ) to identify and examine the profile of Turkish pre-service mathematics teachers’ beliefs. The samples of this study consisted of 414 four-year pre-service primary mathematics teachers from 18 different universities in Turkey collected using a convenience sampling technique. The validity of the questionnaire was analyzed using an exploratory factor analysis (EFA). We obtained four components of beliefs in multiplication covering, remote belief in multiplication (C1), multiplication operation belief in mathematics textbooks (C2), dynamic belief in multiplication learning (C3), and self-efficacy belief in multiplication problems (C4). The results showed that the pre-service mathematics teachers’ beliefs in components C1, C3, and C4 were positive, while component C2 was neutral. This study had an essential contribution to the mathematics literature since developing a questionnaire on multiplication distributed to the pre-service teachers. The previous studies showed that belief was subjective yet objectively influenced knowledge. Thus, identifying the pre-service teachers’ beliefs in teacher education may provide various benefits in reforming mathematics teaching.
Highlights
Abstrak Keyakinan guru matematika berperan penting dalam praktik mengajar matematika
This study aimed to identify the measured belief variables on multiplication using exploratory factor analysis (EFA) equipped with SPSS software to construct each component in developing the questionnaire and examining the profile of Turkish pre-service mathematics teachers’ beliefs in multiplication
To obtain the framework of Multiplication Beliefs Questionnaire (MBQ) components, the responses given to the MBQ items were analyzed using both Principal Axis Factoring (PAF) and Varimax rotation method
Summary
Abstrak Keyakinan guru matematika berperan penting dalam praktik mengajar matematika. Sehingga penelitian ini dilakukan untuk mengembangkan kuesioner keyakinan perkalian (KKP) untuk mengidentifikasi dan memeriksa profil keyakinan calon guru matematika di Turki tentang topik ini. Penelitian ini menggunakan convenience sampling yang terdiri dari 414 calon guru matematika pada tahun keempat dari 18 universitas berbeda di Turki. Studi ini memiliki kontribusi penting untuk literatur karena mengembangkan kuesioner tentang perkalian yang diberikan kepada calon guru matematika. The pre-service teachers participating in the programs have different initial beliefs in teaching and learning mathematics influenced by their previous experiences when studying at schools (Richardson, 1996). The study conducted by Liljedahl et al (2021) revealed that the pre-service teachers' beliefs might change the course methods in teacher education. The study conducted by Zuljan et al (2021) showed that constructivism as a scientific way of teaching can improve the teachers’ competencies and professional developments. This research developed instruments meeting the requirements to measure the pre-service teachers’ beliefs by focusing on certain mathematical contents, such as multiplication
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