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

Abstract

<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>

Realistic mathematics education (RME) approach for primary school students' reasoning ability

“…In this case, realistic media adds confidence to a student in learning mathematics. When teachers build these beliefs well, it is easy for students to use them in developing mathematics learning (Tamba & Cendana, 2021).…”

Philosophy of Mathematics in Primary Education Mathematics Learning: Ontological, Epistemological, and Methodological

“…Research shows that personal epistemology influences how learners approach and engage with mathematical tasks, as well as their ability to transfer mathematical knowledge to new contexts (Schommer-Aikins and Duell, 2013). For example, learners with a more constructivist view of knowledge are more likely to engage in productive problem-solving strategies and demonstrate a deeper understanding of mathematical concepts (Tamba and Cendana, 2021). Hardian Mei Fajri, Muhammad Dawam Raihan, Mohamad Syarif Sumantri, Nina Nurhasanah, Erry Utomo Moreover, the integration of conceptual and everyday knowledge with mathematics requires learners to activate appropriate epistemological resources (Redish & Kuo, 2015).…”

“…The role of epistemology in learning mathematics is significant, as it shapes students' beliefs about the nature of mathematical knowledge and the learning process (Tamba & Cendana, 2021). Epistemological beliefs play a crucial role in shaping students' attitudes toward mathematics, their learning approaches, and their academic achievement (Lee & Yuan, 2012).…”

The Relationship Between Positive Reinforcement and Learning Outcomes Feedback in Increasing the Learning Motivation of Fifth-Grade Students

“…According to Spiller (2009), a student will be more creative in learning when having conversations around the assessment and improved feedback. Assessment is very important in the learning process (Tamba & Cendana, 2021). Giving feedback on learning outcomes is the provision of information from the teacher to students both verbally and in writing on student answers from taking tests or exercises after completing the learning program formulated by the teacher (Marlissa & Untayana, 2018).…”