Assessing Preservice Teachers' Beliefs about the Teaching and Learning of Mathematics and Science (original) (raw)
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School Science and Mathematics, 2004
Because of the role beliefs play in the teaching and learning of mathematics, mathematics educators need to consider ways to assess beliefs and belief change. Beliefs, because they must be inferred, can be difficult to measure, particularly with a common metric that enables one to compare individuals. Because of the limitations of Likert scales, we developed a computer-based survey to assess beliefs; in this survey, prospective teachers interpret scenarios in a freeresponse format. The survey, used with more than 150 participants, captures qualitative data that are later quantified for purposes of comparison. In our work to quantify the qualitative data, we developed a systematic method for creating research rubrics. Results from a pre/post administration of the survey demonstrate that it is an effective tool for assessing belief change. We share the theory behind the development of the survey, some specific information about the survey and the way that responses are coded, and a description of our process for developing rubrics along with some recommendations for researchers interested in developing similar surveys.
The Development of Mathematics Beliefs of Elementary School Teachers
Georgia Educational Researcher, 2007
This study investigated the mathematics teaching efficacy and pedagogical beliefs of 103 elementary preservice teachers and how these beliefs at the end of a teacher preparation program compared with those of 66 inservice teachers. The beliefs of the preservice teachers significantly changed during the distinctive program that included developmental, time-intensive field placements and a two-semester mathematics methods sequence. Differences and similarities between the preservice and inservice teachers’ beliefs were observed; both groups had similar levels of teaching efficacy, but the preservice teachers held beliefs toward mathematics teaching and learning that were more cognitively oriented.
Journal of Science Education and Technology, 2017
Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study (N = 343) of pre-service teachers receiving a curriculum-wide intervention to improve these factors in comparison with Science, Technology, Engineering, and Mathematics (STEM) and non-STEM majors in other physics courses (N = 6697) who did not receive the intervention, over a 10-year period. Preservice teachers evidenced initially more negative attitudes about mathematics and science than STEM majors and slightly more positive attitudes than non-STEM majors. Their attitudes toward mathematics and science and beliefs about the NoS were more similar to non-STEM than STEM majors. Pre-service teachers initially evidenced more positive beliefs about the teaching of mathematics and science, and their beliefs even increased slightly over the course of the semester, while these beliefs in other groups remained the same. Beliefs about the NoS and the teaching of mathematics and science were significantly negatively correlated for STEM and non-STEM majors, but were not significantly correlated for preservice teachers. Beliefs about the NoS and attitudes toward mathematics and science were significantly positively correlated for both pre-service teachers and STEM students pursing the most mathematically demanding STEM majors. Attitudes toward science and mathematics were significantly positively correlated with accurate beliefs about the teaching of mathematics and science for all student groups.
Measuring teachers’ beliefs in relation to teaching mathematics with mathematical practices in mind
School Science and Mathematics, 2018
Efforts to measure teacher self‐efficacy beliefs have built upon the theories of Albert Bandura. Continuing in that vein, the purpose of this study was to develop a measure that assesses teachers’ efficacy and expectancy beliefs regarding teaching mathematics with an emphasis on conceptual understanding and mathematical practices, and to use this instrument to examine growth in these variables and correlations between these and other measures of quality of instruction. The instrument, developed as part of an NSF‐funded project, built upon prior measures of teacher self‐efficacy and expectancy beliefs, by modifying or omitting existing items and developing additional items aligned with instruction that supports the development of mathematical practices and conceptual understanding of mathematics. A group of mathematicians, mathematics educators, and K–12 experts developed a collection of items that was reduced based on factor analysis and modified based on cognitive interviews. Both ...
Eurasia Journal of Mathematics, Science and Technology Education, 2024
The study of mathematics teachers' beliefs has become a significant research area in recent decades; however, more robust and reliable instruments are needed to assess these beliefs. This paper reports the design and validation of a multiple-choice questionnaire to assess mathematics teachers' beliefs about mathematics, teaching, and learning. It began with a systematic review of existing questionnaires, followed by an evaluation of the instrument's content validity using Aiken's V by seven expert judges. Finally, a total of 199 in-service mathematics teachers completed the instrument, demonstrating construct validity through confirmatory factor analysis and internal consistency. These results indicate that the instrument is reliable and valid for assessing mathematics teachers' beliefs and identifying three teaching profiles: instrumentalists, platonists, and problem-solving.
Proceedings of the 33rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education , 2011
This paper reports on the development of the Mathematics Experiences and Conceptions Surveys (MECS) designed to study the evolution of preservice elementary teachers’ dispositions, beliefs, and attitudes towards mathematics teaching and learning, within the context of related mathematical experiences. We report on initial factor analyses and reliability of two surveys administered in mathematics methods courses across three institutions in the Eastern United States. Results showed six highly-reliable sub-scales addressing attitudes, dispositions, confidence, past K-12 experiences, and experiences in methods courses and field work. Instrument construction, plans for continued analysis, and ideas for implementing the MECS in future research are discussed.
Case studies of preservice secondary mathematics teachers’ beliefs: Emerging and evolving themes
Mathematics Education Research Journal, 1996
Case studies were conducted to identify, describe, and compare three preservice teachers' beliefs about teaching and learning mathematics during their initial six months in a teacher education program. The research framework stipulated an inclusive conception of beliefs and used Ernest's,(1989) model to specify the beliefs under investigation. Repertory grid interviews were conducted to elicit emerging themes as the program began and evolving themes six months later. Data included responses to beliefs instruments, interview transcripts, program artifacts, and observation field notes. The researcher was a participant observer in the program. Subjects shared six emerging themes: classroom relationships, management, discovery activities, assessment, communication and motivation. Emerging themes differed in conceptions of student learning and in recognition of being in transition. Subjects shared four evolving themes: student learning, active student involvement, management and motivation. Evolving themes differed in attention to student responsibility, mathematical perspectives and regard for classroom environment and assessment.
Assessing Confidence Levels of Preservice Elementary Teachers in Teaching Math and Science
This study assessed elementary preservice teachers' confidence levels in teaching mathematics and science prior to and following a one-semester course in methods of teaching math and science. The course focused on using inquiry-based activities in science and manipulatives in math while emphasizing the theory of constructivism. Results indicated a significant increase in confidence for some pedagogical tasks, but not in all areas. This study provides an additional method to assess the efficacy of courses in teacher education and to determine areas in need of improvement.
Assessing Mathematics and Science Self-Efficacy Beliefs for Teaching
Journal of Studies in Education
The study used a questionnaire survey to collect quantitative data from respondents. The independent variables of interest were level of math and science self-efficacy beliefs, as well as self-efficacy for teaching math and science. The questionnaire survey was voluntarily completed by 60 teachers, comprising 45 male and 15 female. The respondents ranged in age from 19 to 38 years. The findings of the study revealed that the mathematics and science teachers at the basic school had high level of self-efficacy beliefs. The study further discovered that though not strong, there is a positive relationship between math and science teachers’ self-efficacy and their ability to teach math and science. The findings also found that math and science teachers’ scores on the MSSEB scale for mathematics and science self-efficacy beliefs were generally higher than their scores on the SETMS scale for self-efficacy for teaching mathematics and science. The ability to effectively explain math /scienc...
The Relationship Between Teacher and Student Beliefs About Mathematics
School Science and Mathematics, 1997
In this study the relationship between teacher (n = 7) beliefs about mathematics, the learning and teaching of mathematics and their respective students' beliefs about mathematics (n = 158) are examined. The data were collected by means of two instruments specifically designed to measure belief systems about mathematics. Teacher scores were adjusted so that a higher score reflected beliefs in aligntnent with the National Council of Teachers of Mathematics (NCTM) Standards. Results indicated that the students of teachers whose beliefs were in alignment with the NCTM Standards had significantly different beliefs about factors that lead to success in mathematics than did other students. Specifically these students felt that working hard to solve problems and striving for understanding would lead to success. No student differences were found for subscales of ego orientation, competitiveness, interest and extrinsic factors such as neatness and cooperation. These findings suggest that this group of teachers practiced what they believed and that these practices affected what their students believed about mathematics. We suggest that using these two assessments in tandem give a clearer picture of the mathematical environment within a classroom and can be used in professional development workshops to initiate teacher reflection about classroom practices.