Pre-Service Teacher’s Beliefs and Knowledge about Mathematics

Abstract

This research describes the knowledge and beliefs of pre-service teachers about mathematics. Data collection of this research using written test of 143 mathematics pre-service teachers who have taken six semesters at Universitas PGRI Semarang, and interviewing of three pre-service teachers who are not consistent between knowledge and belief. The data are presented in the form of descriptive quantitative and analyzed qualitatively, including data reduction, data display, and conclusions drawing/verification. The results show that most of the knowledge of pre-service teachers are consistent with their beliefs. It is indicated that pre-service teachers’ knowledge has been internalized into a strong belief that affect their words and behaviors. The belief of almost half of pre-service teachers who become respondents changes because of lecturer activity effect. It can say that belief changes at any time, both the process of alteration and the formation of new beliefs as well as the reinforcement of the beliefs they have.

Climber Prospective Teacher: Relationship Beliefs and Mathematics Teaching Practice

“…This shows that educators have influenced students' beliefs, as Muhtarom, Juniati, & Siswono (2017b), and Muhtarom, Juniati, Siswono, & Rahmatika (2018) provide illustrations that teachers' beliefs have influenced their students' beliefs. Muhtarom, Juniati, & Siswono (2017b) and Muhtarom, Happy, Nursyahidah, & Casanova (2019) explain that the large number of mathematics prospective teachers have a platonist view, derived from the mathematics experience at school and the lecture program so far that had strengthened his belief. The climber mathematics prospective teacher also confirmed that the beliefs were based on the experience.…”

Evaluation of Mathematics Lesson Planning In High School

“…Teachers must also pay attention to the development of science, technological progress, the conditions of students and the environment as well as the future goals of education, especially the subjects that they teach. As a teacher, it is better if you master Pedagogical Content Knowledge (PCK) which is a category of teacher knowledge that includes knowledge used by teachers in delivering subject matter to students to achieve learning objectives (Alimuddin, Tjakraatmadja & Ghazali, 2020;Muhtarom, et al, 2019).…”