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Article

전자저널 논문

2019; 29(4): 783-804

Published online November 30, 2019 https://doi.org/10.29275/jerm.2019.11.29.4.783

Copyright © Korea Society of Education Studies in Mathematics.

An Analytical Study on the Changes in the Mathematical Beliefs of Elementary Pre-service Teachers

초등 예비교사의 수학적 신념 변화에 관한 분석

김윤민, 류현아

Abstract

Elementary pre-service teachers can be educated as mathematics teachers through the teacher curriculum, and can move from the student’s experience in mathematics teaching and learning to the teacher"s experience. In this process, the mathematical beliefs of elementary pre-service teachers change. The purpose of this study was to investigate the change of mathematical beliefs of elementary school pre-service teachers. The same subjects were surveyed by the Mathematical Belief in December 2015, 2016, and 2017, and the changes in mathematical beliefs were examined for three years. Specifically, we examined categorical changes in mathematical beliefs over three years into beliefs in mathematics, in solving problems, in mathematics learning, and in mathematical self-concepts. We also examined the differences in mathematical beliefs according to gender and major. As a result, beliefs in mathematics and in mathematics learning have changed, but beliefs in mathematical problem-solving are unchanged. Also, among the beliefs about self-concept, usefulness and innate ability have changed, but interest and confidence have not changed. Second, mathematical beliefs differed in stereotypes, process factors, interest factors, and confidence factors according to majors, and differences in mathematical beliefs according to gender were found in challenge, teacher-led, usefulness, and confidence factors. These results provide implications for the educational programs and curriculum of elementary pre-service teachers.

Keywords수학적 신념,수학적 신념의 변화,초등 예비교사,mathematical belief,changing mathematical belief,elementary pre-service teachers