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

Fachrudin, Achmad Dhany; Widadah, Soffil; Kusumawati, Intan

doi:10.1088/1742-6596/1200/1/012013

Cited by 4 publications

(4 citation statements)

References 10 publications

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“…Furthermore, schoolteachers should remind students that perfectionism is not the only way to achieve good academic grades. However, many other factors, such as attitude, broad relations, and different speech styles, are more critical [133][134][135]. The collaboration of schools, lecturers, and parents to change the perspective of perfectionist students can be one practical step to reducing academic stress and burnout for preservice mathematics teachers.…”

Section: Theoretical and Practical Implicationmentioning

confidence: 99%

Reduction of Academic Burnout in Preservice Teachers: PLS-SEM Approach

Qin

Zhou

et al. 2022

Sustainability

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Academic stress and burnout are the predominant factors that can negatively affect student performance and sustainable learning. Therefore, it is important to analyze the factors related to student academic burnout in preservice teachers in western China. 212 respondents from public universities in Guangxi Province participated, and the data were analyzed using partial least-squares structural equation modeling (PLS-SEM) to check reliability, validity, and initial hypothesis testing. The results show that perfectionism, excessive self-efficacy, and workload are the main factors causing academic stress and burnout in preservice teachers. These problems can be reduced by increasing self-efficacy and coping strategies of preservice teachers. In addition, this study provides important knowledge to universities based on factors related to preservice teachers’ academic stress and burnout, as well as strategies and solutions to reduce these problems in students.

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Section: Theoretical and Practical Implicationmentioning

confidence: 99%

Reduction of Academic Burnout in Preservice Teachers: PLS-SEM Approach

Qin

Zhou

et al. 2022

Sustainability

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“…Their results show that mathematics teachers' beliefs of efficacy have a significant influence on the self-efficacy and performance of their students in mathematics. Fachrudin et al (2019) examined Pre-Service Mathematics Teachers' (PSMTs) general knowledge of PISA (Programme for International Student Assessment) and their attitudes and beliefs towards using PISA-based problem in mathematics. The authors revealed the poor score results of PSMTs knowledge of PISA.…”

Section: Related Workmentioning

confidence: 99%

Mathematics Teaching Efficacy Belief and Attitude of Pre-service Teachers and Academic Achievement

Segarra

Julià

2021

EUR J SCI MATH ED

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Given the importance of the beliefs and attitudes of the pre-service teachers, this research aims at studying the relation between mathematics teaching efficacy beliefs of pre-service teachers, their attitude towards mathematics and their mathematics academic achievement. Specifically, this work considers both factors together and studies their correlation with mathematics academic achievement. The Mathematics Teaching Efficacy Belief Instrument (MTEBI) is used to measure the teachers' efficacy beliefs of pre-service teachers. Besides, the Attitude towards Mathematics Scale (AMS) is used to rate students' attitude towards mathematics. Participants are 57 pre-service teachers of the third year of the primary education degree. Students of third years of the bachelor's degree were invited to answer the MTEBI and AMS. Obtained results reaffirm that both teachers' efficacy beliefs and attitude towards mathematics are key factors for preservice teacher's mathematics academic achievement. Moreover, the two factors correlate moderately with one another. Furthermore, results manifest that Personal Mathematics Teaching Efficacy (PMTE) is the most determining subscale for academic achievement. It is evidenced the importance of strengthening both the pre-service teachers' efficacy beliefs and the attitude towards mathematics.

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“…Whereas the integration of mathematics and science can make learners see the shared concepts and factors in a meaningful and enriched way. It means the subjects can help students learn to think critically and help develop a common core of knowledge necessary for success in the next century (Al-Mutawah et al, 2022;Fachrudin et al, 2019). Colwell & Enderson (2016) asserted that challenges remain when considering the integration of subject.…”

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confidence: 99%

Developing a learning environment based on science, technology, engineering, and mathematics for pre-service teachers of early childhood teacher education

Efriani,

Zulkardi,

Putri

et al. 2023

j. math. educ.

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The purpose of this research is to describe the development of a STEM-based learning environment for early childhood teacher candidates that is valid, practical, and has potential effects. The research sample consisted of 25 pre-service early childhood teachers and 19 students Kindergarten. The research method used was design research with the type of development study. This research has produced a learning environment with the Campus-Application-School (CAS) model consisting of the stages of training, designing, mentoring, and testing. The validity of the STEM-based learning environment model was seen from the developed student worksheet (LKPD) instrument and the content in the learning environment, obtaining a value of 0.88, which was categorized as high validity. The practicality, as seen from the results of one-to-one teaching, small group, and field tests with an average of 94.2, was categorized as very good. Meanwhile, the potential effect was based on Kirkpatrick's four levels of training evaluation with an average of 83.73, which was categorized as very good. This research suggests that the CAS learning environment model can affect teacher approaches to teaching in a step appropriate way based on STEM to prepare student teachers to teach basic mathematics.

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

Cited by 4 publications

References 10 publications

Reduction of Academic Burnout in Preservice Teachers: PLS-SEM Approach

Reduction of Academic Burnout in Preservice Teachers: PLS-SEM Approach

Mathematics Teaching Efficacy Belief and Attitude of Pre-service Teachers and Academic Achievement

Developing a learning environment based on science, technology, engineering, and mathematics for pre-service teachers of early childhood teacher education

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