Prospective Teachers’ Beliefs About Mathematics: A Review of the Literature
The Mathematics Enthusiast Special Issue (2014) presented an extensive review of the literature around the content knowledge of prospective elementary teachers (PTs). The issue excluded articles around PTs’ beliefs. Understanding research around PTs’ beliefs is important to understanding how to design and support their teaching preparation. Attending to PTs’ beliefs helps to ensure their content knowledge and instructional methods are aligned with reform-based mathematics. This article highlights a literature review that addressed the omission of beliefs and explored how teacher preparation might address PTs’ held beliefs.
mathematics; beliefs; prospective elementary teacher (PT)
Ambrose, R. (2004). Initiating change in prospective elementary school teachers’ orientations to mathematics teaching by building on beliefs. Journal of Mathematics Teacher Education, 7(2), 91-119.
Ambrose, R., Clement, L., Philipp, R., & Chauvot, J. (2004). Assessing prospective elementary school teachers’ beliefs about mathematics and mathematics learning: Rationale and development of a constructed‐response‐format beliefs survey. School Science and Mathematics, 104(2), 56-69.
Baker, K. (2014). A review of prospective teachers’ beliefs about mathematics. Unpublished manuscript, University of North Carolina at Chapel Hill.
Battista, M.T. (1994). Teacher beliefs and the reform movement in mathematics education. Phi Delta Kappan, 75(6), 466-468.
Browning, C., Thanheiser, E., Edson, A., Kimani, P. M., Olanoff, D., Tobias, J. M., & Whitacre, I. (2014). Prospective elementary mathematics teacher content knowledge: An Introduction. Mathematics Enthusiast, 11(2), 203-216.
Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173-180.
Burton, M. (2012). What is math? Exploring the perception of elementary pre-service teachers. Issues in the Undergraduate Mathematics Preparation of School Teachers, 5.
Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for research in mathematics education, 403-434.
Ginsburg, H., Jacobs, S. F., & Lopez, L. S. (1998). The teacher’s guide to flexible interviewing in the classroom: Learning what children know about math. Allyn & Bacon.
Gülten, D. Ç. (2013). An investigation of pre-service primary mathematics teachers’ math literacy self-efficacy beliefs in terms of certain variables. International Online Journal of Educational Sciences, 5(2). 393-408.
Hart, L. C. (2002). Preservice teachers’ beliefs and practice after participating in an integrated content/methods course. School science and mathematics,102(1), 4-14.
Hart, L. C., Oesterle, S., & Swars, S. L. (2013). The juxtaposition of instructor and student perspectives on mathematics courses for elementary teachers. Educational Studies in Mathematics, 83(3), 429-451.
Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American educational research journal, 42(2), 371-406.
Malinsky, M., Ross, A., Pannells, T., & McJunkin, M. (2006). Math anxiety in pre-service elementary school teachers. Education, 127(2), 274-279.
National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics.
Olanoff, D., Lo, J. J., & Tobias, J. M. (2014). Mathematical content knowledge for teaching elementary mathematics: A focus on fractions. Mathematics Enthusiast, 11(2), 267-310.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307-332.
Peker, M. (2009). Pre-service teachers’ teaching anxiety about mathematics and their learning styles. Eurasia Journal of Mathematics, Science & Technology Education, 5(4), 335-345.
Philipp, R. A. (2008). Motivating prospective elementary school teachers to learn mathematics by focusing upon children’s mathematical thinking. Issues in Teacher Education, 17(2), 7-26.
Philipp, R. A., Ambrose, R., Lamb, L. L., Sowder, J. T., Schappelle, B. P., Sowder, L., & Chauvot, J. (2007). Effects of early field experiences on the mathematical content knowledge and beliefs of prospective elementary school teachers: An experimental study. Journal for Research in Mathematics Education, 438-476.
Polly, D., McGee, J. R., Wang, C., Lambert, R. G., Pugalee, D. K., & Johnson, S. (2013). The Association between Teachers’ Beliefs, Enacted Practices, and Student Learning in Mathematics. Mathematics Educator, 22(2), 11-30.
Shulman, L.S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2).
Staub, F. C., & Stern, E. (2002). The nature of teachers’ pedagogical content beliefs matters for students’ achievement gains: Quasi-experimental evidence from elementary mathematics. Journal of educational psychology, 94(2), 344.
Strauss, A. & Corbin, J. (1994). Basics of Qualitative Research. London: Sage.
Swan, M. (2006). Designing and using research instruments to describe the beliefs and practices of mathematics teachers. Research in Education, 75(1), 58-70.
Thanheiser, E., Philipp, R. A., Fasteen, J., Strand, K., & Mills, B. (2013). Preservice-teacher interviews: A tool for motivating mathematics learning. Mathematics Teacher Educator, 1(2), 137.
Thanheiser, E., & Browning, C. (Eds.). (2014) “TME Volume 11, Number 2,” The Mathematics Enthusiast: Vol. 11 : No. 2 , Article 11. Available at: http://scholarworks.umt.edu/tme/vol11/iss2/11
Timmerman, M. A. (2004). The influences of three interventions on prospective elementary teachers’ beliefs about the knowledge base needed for teaching mathematics. School Science and Mathematics, 104(8), 369-382.
Uusimaki, L., & Nason, R. (2004). Causes underlying pre-service teachers’ negative beliefs and anxieties about mathematics. In Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 369- 376).
Wilkins, J. L., & Brand, B. R. (2004). Change in preservice teachers’ beliefs: An evaluation of a mathematics methods course. School Science and Mathematics, 104(5), 226-232.