Potential characteristics that relate to teachers mathematics-related beliefs

Purnomo, Yoppy Wahyu; Aziz, Tian Abdul; Pramudiani, Puri; Darwis, Sutawanir; Suryadi, Didi

doi:10.1088/1742-6596/948/1/012062

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…However, only a relatively few reported findings which figure out how particular school grade level inform the unique characteristics of teachers' beliefs compared to another different grade level of teaching. One of such few discussion was reported by Purnomo et al (2018) through their study involving Indonesian teachers finding that there is no significant difference on beliefs held by teachers with different grade level taught in the same scope of school grade level, i.e. primary school.…”

Section: Introductionmentioning

confidence: 99%

Examining Teacher Mathematics-related Beliefs and Problem-solving Knowledge for Teaching: Evidence from Indonesian Primary and Secondary Teachers

Siswono

Kohar

Hartono

et al. 2019

iejee

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This paper reports a two-year research project studying Indonesian primary and secondary teachers' mathematics-related beliefs (MrB) and mathematical problem-solving knowledge for teaching (MPSKT). In the first year, a quantitative study involving 80 primary teachers, 70 lower secondary school, and 55 upper secondary schools from four districts in East Java province, Indonesia was carried out to examine whether there is a difference between the MrB and the MPSKT among them. In the second year, a multiple case study involving ten primary teachers and 13 lower secondary teachers was conducted to understand their MrB and MPSKT through some particular issues related to three domains of MrB: nature of mathematics, mathematics teaching, mathematics learning. Results indicate that there is no significant difference of MrB between primary and secondary teachers, while there is a significant difference between the MPSKT of primary teachers and secondary teacher. Findings also suggest that inconsistencies not only occur between the three domains of MrB but also occurs between particular issues discussed within one domain. Also, this study highlights that teacher beliefs about nature of mathematics were mainly influenced by teachers' experience when learning mathematics during their schooling experience while teacher beliefs about teaching and learning were mainly influenced by the demand of current reform of mathematics curriculum.

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Section: Introductionmentioning

confidence: 99%

Examining Teacher Mathematics-related Beliefs and Problem-solving Knowledge for Teaching: Evidence from Indonesian Primary and Secondary Teachers

Siswono

Kohar

Hartono

et al. 2019

iejee

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“…The beliefs about the teaching and learning of mathematics pertain to the way through which mathematics is studied, concepts regarding the roles of teachers and students, activities, and the mental processes that take place (Ernest, 1989;Purnomo, 2017;Purnomo et al, 2018;Purnomo et al, 2016;Yuli et al, 2019). Various categorization systems have been used to map out mathematics teaching and learning (Beswick, 2012).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The relationship between pre-service elementary school mathematics teachers’ beliefs about epistemology of mathematics, teaching and learning, and mathematics assessment

Tamba

Cendana

2021

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<div><p>This study aims to examine the relationship between epistemological beliefs, teaching-learning beliefs and assessment beliefs in mathematics education. This research is a quantitative study with a correlational study. Data collection using the survey method with a cross-sectional design. The participants were 71 pre-service elementary school , mathematics teachers. The data on beliefs were collected through means of a questionnaire. The data collected from the questionnaire were then analyzed quantitatively through descriptive and inferential statistics. Descriptive statistics utilizes the mean value, maximum value, and standard deviation values. Inferential statistics use the product-moment correlation as well as path analysis. The research results show that there is a positive and significant correlation between static and dynamic beliefs on epistemology of mathematics, and the constructivist beliefs on mathematics teaching and learning, with the productive beliefs on mathematics assessment. In addition, there is seen to be a functional influence between both epistimological beliefs (both static and dynamic), as well as beliefs on teaching and learning (constructivist) and beliefs about mathematic assessment (productive). The results of this research signify the importance of considering one’s beliefs about the epistemology of mathematics and mathematics teaching and learning when constructing their beliefs regarding mathematics assessment.</p></div>

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Profiles of Chinese mathematics teachers’ teaching beliefs and their effects on students’ achievement

Wang

Qin

Luo

et al. 2022

ZDM Mathematics Education

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Potential characteristics that relate to teachers mathematics-related beliefs

Cited by 4 publications

References 8 publications

Examining Teacher Mathematics-related Beliefs and Problem-solving Knowledge for Teaching: Evidence from Indonesian Primary and Secondary Teachers

Examining Teacher Mathematics-related Beliefs and Problem-solving Knowledge for Teaching: Evidence from Indonesian Primary and Secondary Teachers

The relationship between pre-service elementary school mathematics teachers’ beliefs about epistemology of mathematics, teaching and learning, and mathematics assessment

Profiles of Chinese mathematics teachers’ teaching beliefs and their effects on students’ achievement

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