Changing perspectives: Examining the potential for advanced mathematical studies to influence pre-service teachers' beliefs about mathematics |
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| Institution: | 1. Department of Applied Educational Science, Umeå University, SE-901 87 Umeå, Sweden;2. Department of Science and Mathematics Education, Umeå University, SE-901 87 Umeå, Sweden;1. William Rainey Harper College, Department of Mathematics, 1200 W Algonquin Rd, Palatine, IL 60067, USA;2. University of Massachusetts Dartmouth, Department of Mathematics, 285 old Westport Rd, Dartmouth, MA 02747, USA;1. University of Cologne, Gronewaldstraße 2a, 50931 Köln, Germany;2. University of California, Irvine, 3457 Education, 5500 Irvine, CA 92697, USA;3. Australian Catholic University, 229 Elizabeth Street, Brisbane City, QLD 400, Australia;4. Nord University, Universitetsalléen 11, 8026 Bodø, Norway;5. University of Hamburg, Von-Melle-Park 8, 20146 Hamburg, Germany |
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| Abstract: | This study considers the potential for advanced mathematical studies to impact pre-service teachers' beliefs about mathematics. Results show that, after completing a degree which includes advanced mathematical studies, many prospective teachers' beliefs still reflect limited interpretations of key terminology and do not value the theoretical and conceptual network underpinning the rules and procedures of secondary mathematics. Many of their beliefs about the nature of mathematics also fail to recognise its capacity to stimulate analytical thought and creativity. In cases where pre-service teachers showed evidence of well-developed beliefs, the study explores the role of their advanced mathematical studies in this development. |
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| Keywords: | Mathematics Teacher beliefs Mathematics teacher education |
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