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Beliefs of Prospective Elementary Mathematics Teachers Regarding Ideal Mathematics Learning Environments

Year 2024, Volume: 13 Issue: 2, 397 - 411, 26.06.2024

Deniz Eroğlu , Okan Arslan

https://doi.org/10.30703/cije.1317959

Abstract

It is well-established that teachers' and prospective teachers' beliefs about mathematics education are related to their teaching practices. This study, therefore, investigated the beliefs of 20 prospective middle school mathematics teachers regarding ideal mathematics learning environments through their drawings. The prospective teachers were asked to draw and explain their ideal mathematics learning environment. These environments were analyzed based on the vision of the learner, the role of the teacher, the tools used, and the structure of the learning environment. According to the results of the qualitative analysis, it was seen that the prospective teachers mostly drew the mathematics learning environment suitable for the social environment. Following that, it was seen that most of the drawings were in line with the open, active, blended, and traditional environments, respectively. Based on the analysis of the prospective teachers' drawings of ideal mathematics learning environments, it was seen that they predominantly designed environments suitable for learner-centred mathematics education (social, active, open, and blended). Practices to support these prospective teachers' learner-centred beliefs about mathematics education were discussed. Furthermore, suggestions were made about practices to transform the traditional beliefs of prospective teachers into learner-centred beliefs in accordance with the national mathematics teaching and teacher education policies.

Keywords

beliefs mathematics learning environment drawing pre-service mathematics teacher middle school

Project Number

1129B372100783

References

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  • Arslan, O., Haser, Ç., & Van Zoest, L. R. (2022). The mathematics teacher identity of two early career mathematics teachers and the influence of their working communities on its development. Journal of Mathematics Teacher Education, 25(4), 429-452. https://doi.org/10.1007/s10857-021-09498-0
  • Aydın, M., Baki, A., Yıldız, C., & Köğce, D. (2011). The mathematics teacher’s beliefs about mathematics knowledge and its teaching: a case study. The International Journal of Research in Teacher Education, 2(1), 1–15.
  • Beltman, S., Glass, C., Dinham, J., Chalk, B., & Nguyen, B. (2015). Drawing identity: Beginning pre-service teachers’ professional identities. Issues in Educational Research, 25(3), 225–245. https://search.informit.org/doi/10.3316/informit.535515724376399
  • Beswick, K. (2008). Teachers’ and their students’ perceptions of their mathematics classroom environments. In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano, & A. Sepulveda (Eds.), The Proceedings of the Joint Meeting of PME 32 and PME-NA (pp. 161–169). Cinvestav-UMSNH.
  • Boz, N. (2008). Turkish pre-service mathematics teachers’ beliefs about mathematics teaching. Australian Journal of Teacher Education, 33(5), 66–80. http://dx.doi.org/10.14221/ajte.2008v33n5.5
  • Bora, A., & Ahmed, S. (2018). Teachers' Choices on Environmental Principles of Learning Effective Mathematics in Secondary Schools. International Journal of Advanced Scientific Research and Management, 3(11), 27-31.
  • Bradshaw, C., Atkinson, S., & Doody, O. (2017). Employing a qualitative description approach in health care research. Global Qualitative Nursing Research, 4, 1–8. https://doi.org/10.1177/2333393617741284
  • Bullough, R. V., Jr. (1991). Exploring personal teaching metaphors in preservice teacher education. Journal of Teacher Education, 42(1), 43–51. https://doi.org/10.1177/00224871910420010
  • Bullough, R. V., Jr. (2015). Methods for studying beliefs. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 150–169). Routledge.
  • Calleja, J. (2022). Changes in mathematics teachers’ self-reported beliefs and practices over the course of a blended continuing professional development programme. Mathematics Education Research Journal, 34, 835–861. https://doi.org/10.1007/s13394-021-00366-x
  • Cross, D. I. (2009) Alignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices. Journal of Mathematics Teacher Education, 12, 325–346. https://doi.org/10.1007/s10857-009-9120-5
  • De Corte, E., Op’t Eynde, P., & Verschaffel, L. (2002). Knowing what to believe: the relevance of students’ mathematical beliefs for mathematics education. In B. K. Hofer & P. R. Pintrich (Eds.) Personal epistemology: The pschology of beliefs abour knowledge and knowing (pp. 297–320). Lawrance Erlbaum Associates.
  • Emenaker, C. E. (1995, October). The influence of a problem-solving approach to teaching mathematics on preservice teachers’ mathematical beliefs. Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Columbus, OH. Retrieved online from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED391657
  • Eryılmaz-Çevirgen, A. (2016). İlköğretim matematik öğretmen adaylarının matematik eğitimine yönelik yönelik inançları. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 39, 37–57.
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  • Güler, M., & Çelik, D. (2023). Are beliefs believable? An investigation of novice mathematics teachers’ beliefs and teaching practices. European Journal of Science and Mathematics Education, 11(3), 410–426. https://doi.org/10.30935/scimath/12905
  • Hannula, M. S. (2011). The structure and dynamics of affect in mathematical thinking and learning. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 36–60). University of Rzeszów.
  • Hart, L. C. (2002). Preservice teachers’ beliefs and practices after participating in an integrated content/methods courses. School Science and Mathematics, 102(1), 4–14. https://doi.org/10.1111/j.1949-8594.2002.tb18191.x
  • Haser, Ç. (2016). Matematik eğitimi alanından inanışlar. In E. Bilgölbali, S. Arslan, & İ. Ö. Zembat (Eds.), Matematik eğitiminde teoriler (pp. 747–765). Pegem Akademi.
  • Haser, Ç., Arslan, O., & Çelikdemir, K. (2024). Who is a mathematics teacher and what does a mathematics teacher do?. International Journal of Science and Mathematics Education, 22(2), 283-305. https://doi.org/10.1007/s10763-023-10378-7
  • Hatisaru, V. (2020). Exploring evidence of Mathematical tasks and representations in the drawings of middle school students. International Electronic Journal of Mathematics Education, 15(3), 1–21. https://doi.org/10.29333/iejme/8482
  • Hatisaru, V. (2021). Draw a mathematics classroom! Teaching and learning practices through the the eyes of students. Mathematics in School, 1 – 8.
  • Hatisaru, V. (2022). The knowledge produced through student drawings. Frontiers in Psychology, 13, 1–8. https://doi.org/10.3389/fpsyg.2022.1042383
  • Jansen, A., Gallivan, H. R., & Miller, E. (2020). Early-career teachers’ instructional visions for mathematics teaching: impact of elementary teacher education. Journal of Mathematics Teacher Education, 23, 183–207. https://doi.org/10.1007/s10857-018-9419-1
  • Jao, L. (2017). Shifting pre-service teachers’ beliefs about mathematics teaching: the contextual situation of a mathematics methods course. International Journal of Science and Mathematics Education, 15, 895–914. https://doi.org/10.1007/s10763-016-9719-9
  • Johnson, D. T., & Chandler, F. J. (2009). Pre-service teachers’ fieldtrip to the battleship: Teaching and learning mathematics through an informal learning experience. Issues in Undergraduate Mathematics Preparation of School Teachers, 2, 1–9.
  • Katmer-Bayraklı, V. (2019). Matematik öğretmeni adaylığından öğretmenliğe geçişte matematiğe yönelik inançların incelenmesi: Boylamsal nitel bir araştırma [Yayımlamamış Doktora Tezi]. Retrieved online from http://dspace.yildiz.edu.tr/xmlui/handle/1/12728
  • Kayan, R., Haser, Ç., & Işıksal-Bostan, M. (2013). Preservice teachers’ beliefs about the nature of teaching and learning mathematics. Education and Science, 38(167), 179–195.
  • Knight, M., & Cunningham, C. (2004). Draw an Engineer Test (DAET): Development of a tool to investigate students’ ideas about engineers and engineering. Proceedings of the 2004 American Society for Engineering Education Annual Conference and Exposition. Retrieved online from http://engineering.nyu.edu/gk12/amps-cbri/pdf/Draw%20an%20Engineer%20Test%20(DAET)%20- %20Development%20of%20a%20Tool%20to%20Investigate%20Students%E2%80%99%20Ideas%20about%20Engineers%20and%20Engineering.pdf
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  • Kul, Ü. (2017). Matematik ve sınıf öğretmeni adaylarının matematiğe yönelik inanışlarının incelenmesi. Studies in Educational Research and Development, 1(1), 109–131.
  • Lerman, S. (2002). Situating research on mathematics teachers’ beliefs and on change. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education (pp. 233–243). Kluwer. https://doi.org/10.1007/0-306-47958-3_14
  • Liljedahl, P. (2008). Teachers’ beliefs as teachers’ knowledge. Symposium on the Occasion of the 100th Anniversary of ICMI, Rome. Retrieved online from https://unige.ch/math/EnsMath/Rome2008/ALL/Papers/LILJED.pdf
  • Lin, Y. C. (2022). Using a drawing method to investigate pre-service teachers’ beliefs, knowledge and emotions about mathematics teaching and learning. Asia-Pacific Journal of Teacher Education, 50(5), 474–497. https://doi.org/10.1080/1359866X.2021.1880546
  • Lloyd, G. M. (2005). Beliefs about the teacher’s role in the mathematics classroom: one students teacher’s explorations in fiction and in practice. Journal of Mathematics Teacher Education, 8, 441–467. https://doi.org/10.1007/s10857-005-5120-2
  • Löfström, E., & Poom-Valickis, K. (2013). Beliefs about teaching: Persistent or malleable? A longitudinal study of prospective student teachers’ beliefs. Teaching and Teacher Education, 35, 104–113. https://doi.org/10.1016/j.tate.2013.06.004
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Ortaokul Matematik Öğretmen Adaylarının İdeal Matematik Öğrenme Ortamlarına Yönelik İnanışları

Year 2024, Volume: 13 Issue: 2, 397 - 411, 26.06.2024

Deniz Eroğlu , Okan Arslan

https://doi.org/10.30703/cije.1317959

Abstract

Öğretmen ve öğretmen adaylarının matematik eğitimine ilişkin inanışlarının öğretim pratikleri ile ilişkili olduğu bilinmektedir. Bu nedenle bu çalışmada ortaokul matematik öğretmen adaylarının ideal matematik öğrenme ortamlarına yönelik inanışları çizimleri yoluyla araştırılmıştır. Çalışmaya matematik öğretimine yönelik bir eğitim etkinliği kapsamında katılım gösteren farklı üniversitelerden 20 ortaokul matematik öğretmen adayı katılmıştır. Öğretmen adaylarından ideallerindeki matematik öğrenme ortamını çizmeleri ve çizimlerini açıklamaları istenmiştir. Matematik öğrenme ortamları öğrenciye bakış açısı, öğretmenin rolü, kullanılan araçlar ve öğrenme ortamının yapısı göz önünde bulundurularak analiz edilmiştir. Nitel analiz sonuçlarına göre öğretmen adaylarının en çok sosyal ortama uygun matematik öğrenme ortamı çizdikleri görülmüştür. Sonrasında ise çoktan aza doğru sırasıyla açık, aktif, karma ve geleneksel ortama yönelik çizimlerin yapıldığı görülmüştür. Öğretmen adaylarının ideal matematik öğrenme ortamlarına yönelik çizimleri değerlendirildiğinde ağırlıklı olarak öğrenci merkezli matematik eğitimine uygun (sosyal, aktif, açık ve karma) ortamlar tasarladıkları görülmüştür. Bu sonuçtan hareketle öğretmen adaylarının matematik eğitimine yönelik öğrenci merkezli inanışlarını destekleyebilecek uygulamalar tartışılmıştır. Ayrıca, geleneksel anlayışa sahip olan öğretmen adaylarının inanışlarının ulusal matematik öğretimi ve öğretmen eğitimi politikaları ile uyumlu hale getirebilmek adına yapılabilecekler hakkında önerilerde bulunulmuştur.

Keywords

inanış matematik öğrenme ortamları çizim matematik öğretmen adayları ortaokul

Supporting Institution

TÜBİTAK BİLİM İNSANI DESTEKLEME PROGRAMLARI BAŞKANLIĞI

Project Number

1129B372100783

Thanks

Bu çalışma TÜBİTAK-BİDEB tarafından finansal olarak desteklenen 1129B372100783 nolu projenin bir parçasıdır.

References

  • Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Lawrence Erlbaum Associates Inc.
  • Arslan, O., Haser, Ç., & Van Zoest, L. R. (2022). The mathematics teacher identity of two early career mathematics teachers and the influence of their working communities on its development. Journal of Mathematics Teacher Education, 25(4), 429-452. https://doi.org/10.1007/s10857-021-09498-0
  • Aydın, M., Baki, A., Yıldız, C., & Köğce, D. (2011). The mathematics teacher’s beliefs about mathematics knowledge and its teaching: a case study. The International Journal of Research in Teacher Education, 2(1), 1–15.
  • Beltman, S., Glass, C., Dinham, J., Chalk, B., & Nguyen, B. (2015). Drawing identity: Beginning pre-service teachers’ professional identities. Issues in Educational Research, 25(3), 225–245. https://search.informit.org/doi/10.3316/informit.535515724376399
  • Beswick, K. (2008). Teachers’ and their students’ perceptions of their mathematics classroom environments. In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano, & A. Sepulveda (Eds.), The Proceedings of the Joint Meeting of PME 32 and PME-NA (pp. 161–169). Cinvestav-UMSNH.
  • Boz, N. (2008). Turkish pre-service mathematics teachers’ beliefs about mathematics teaching. Australian Journal of Teacher Education, 33(5), 66–80. http://dx.doi.org/10.14221/ajte.2008v33n5.5
  • Bora, A., & Ahmed, S. (2018). Teachers' Choices on Environmental Principles of Learning Effective Mathematics in Secondary Schools. International Journal of Advanced Scientific Research and Management, 3(11), 27-31.
  • Bradshaw, C., Atkinson, S., & Doody, O. (2017). Employing a qualitative description approach in health care research. Global Qualitative Nursing Research, 4, 1–8. https://doi.org/10.1177/2333393617741284
  • Bullough, R. V., Jr. (1991). Exploring personal teaching metaphors in preservice teacher education. Journal of Teacher Education, 42(1), 43–51. https://doi.org/10.1177/00224871910420010
  • Bullough, R. V., Jr. (2015). Methods for studying beliefs. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 150–169). Routledge.
  • Calleja, J. (2022). Changes in mathematics teachers’ self-reported beliefs and practices over the course of a blended continuing professional development programme. Mathematics Education Research Journal, 34, 835–861. https://doi.org/10.1007/s13394-021-00366-x
  • Cross, D. I. (2009) Alignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices. Journal of Mathematics Teacher Education, 12, 325–346. https://doi.org/10.1007/s10857-009-9120-5
  • De Corte, E., Op’t Eynde, P., & Verschaffel, L. (2002). Knowing what to believe: the relevance of students’ mathematical beliefs for mathematics education. In B. K. Hofer & P. R. Pintrich (Eds.) Personal epistemology: The pschology of beliefs abour knowledge and knowing (pp. 297–320). Lawrance Erlbaum Associates.
  • Emenaker, C. E. (1995, October). The influence of a problem-solving approach to teaching mathematics on preservice teachers’ mathematical beliefs. Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Columbus, OH. Retrieved online from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED391657
  • Eryılmaz-Çevirgen, A. (2016). İlköğretim matematik öğretmen adaylarının matematik eğitimine yönelik yönelik inançları. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 39, 37–57.
  • Finson, K., Beaver, J., & Crammond, B. (1995). Development and field test of a checklist for the Draw-A-Scientist-Test. School Science and Mathematics, 95(4), 195–205. https://doi.org/10.1111/j.1949-8594.1995.tb15762.x
  • Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232. https://doi.org/10.1016/j.tate.2005.09.002
  • Getzels, J. W. (1974). Images of the classroom and visions of the learner. School Review, 82(4), 527–540. https://doi.org/10.1086/443148
  • Green, T. F. (1971). The activities of teaching. McGraw-Hill.
  • Güler, M., & Çelik, D. (2023). Are beliefs believable? An investigation of novice mathematics teachers’ beliefs and teaching practices. European Journal of Science and Mathematics Education, 11(3), 410–426. https://doi.org/10.30935/scimath/12905
  • Hannula, M. S. (2011). The structure and dynamics of affect in mathematical thinking and learning. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 36–60). University of Rzeszów.
  • Hart, L. C. (2002). Preservice teachers’ beliefs and practices after participating in an integrated content/methods courses. School Science and Mathematics, 102(1), 4–14. https://doi.org/10.1111/j.1949-8594.2002.tb18191.x
  • Haser, Ç. (2016). Matematik eğitimi alanından inanışlar. In E. Bilgölbali, S. Arslan, & İ. Ö. Zembat (Eds.), Matematik eğitiminde teoriler (pp. 747–765). Pegem Akademi.
  • Haser, Ç., Arslan, O., & Çelikdemir, K. (2024). Who is a mathematics teacher and what does a mathematics teacher do?. International Journal of Science and Mathematics Education, 22(2), 283-305. https://doi.org/10.1007/s10763-023-10378-7
  • Hatisaru, V. (2020). Exploring evidence of Mathematical tasks and representations in the drawings of middle school students. International Electronic Journal of Mathematics Education, 15(3), 1–21. https://doi.org/10.29333/iejme/8482
  • Hatisaru, V. (2021). Draw a mathematics classroom! Teaching and learning practices through the the eyes of students. Mathematics in School, 1 – 8.
  • Hatisaru, V. (2022). The knowledge produced through student drawings. Frontiers in Psychology, 13, 1–8. https://doi.org/10.3389/fpsyg.2022.1042383
  • Jansen, A., Gallivan, H. R., & Miller, E. (2020). Early-career teachers’ instructional visions for mathematics teaching: impact of elementary teacher education. Journal of Mathematics Teacher Education, 23, 183–207. https://doi.org/10.1007/s10857-018-9419-1
  • Jao, L. (2017). Shifting pre-service teachers’ beliefs about mathematics teaching: the contextual situation of a mathematics methods course. International Journal of Science and Mathematics Education, 15, 895–914. https://doi.org/10.1007/s10763-016-9719-9
  • Johnson, D. T., & Chandler, F. J. (2009). Pre-service teachers’ fieldtrip to the battleship: Teaching and learning mathematics through an informal learning experience. Issues in Undergraduate Mathematics Preparation of School Teachers, 2, 1–9.
  • Katmer-Bayraklı, V. (2019). Matematik öğretmeni adaylığından öğretmenliğe geçişte matematiğe yönelik inançların incelenmesi: Boylamsal nitel bir araştırma [Yayımlamamış Doktora Tezi]. Retrieved online from http://dspace.yildiz.edu.tr/xmlui/handle/1/12728
  • Kayan, R., Haser, Ç., & Işıksal-Bostan, M. (2013). Preservice teachers’ beliefs about the nature of teaching and learning mathematics. Education and Science, 38(167), 179–195.
  • Knight, M., & Cunningham, C. (2004). Draw an Engineer Test (DAET): Development of a tool to investigate students’ ideas about engineers and engineering. Proceedings of the 2004 American Society for Engineering Education Annual Conference and Exposition. Retrieved online from http://engineering.nyu.edu/gk12/amps-cbri/pdf/Draw%20an%20Engineer%20Test%20(DAET)%20- %20Development%20of%20a%20Tool%20to%20Investigate%20Students%E2%80%99%20Ideas%20about%20Engineers%20and%20Engineering.pdf
  • Köğce, D. (2017). A study of pre-service classroom teachers’ beliefs about teachers’ and students’ role. International Journal of Mathematical Education in Science and Technology, 48(6), 830–848. https://doi.org/10.1080/0020739X.2016.1276228
  • Kul, Ü. (2017). Matematik ve sınıf öğretmeni adaylarının matematiğe yönelik inanışlarının incelenmesi. Studies in Educational Research and Development, 1(1), 109–131.
  • Lerman, S. (2002). Situating research on mathematics teachers’ beliefs and on change. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education (pp. 233–243). Kluwer. https://doi.org/10.1007/0-306-47958-3_14
  • Liljedahl, P. (2008). Teachers’ beliefs as teachers’ knowledge. Symposium on the Occasion of the 100th Anniversary of ICMI, Rome. Retrieved online from https://unige.ch/math/EnsMath/Rome2008/ALL/Papers/LILJED.pdf
  • Lin, Y. C. (2022). Using a drawing method to investigate pre-service teachers’ beliefs, knowledge and emotions about mathematics teaching and learning. Asia-Pacific Journal of Teacher Education, 50(5), 474–497. https://doi.org/10.1080/1359866X.2021.1880546
  • Lloyd, G. M. (2005). Beliefs about the teacher’s role in the mathematics classroom: one students teacher’s explorations in fiction and in practice. Journal of Mathematics Teacher Education, 8, 441–467. https://doi.org/10.1007/s10857-005-5120-2
  • Löfström, E., & Poom-Valickis, K. (2013). Beliefs about teaching: Persistent or malleable? A longitudinal study of prospective student teachers’ beliefs. Teaching and Teacher Education, 35, 104–113. https://doi.org/10.1016/j.tate.2013.06.004
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Details

Primary Language Turkish
Subjects Mathematics Education
Journal Section Research Article
Authors

Deniz Eroğlu 0000-0001-7863-5055

Okan Arslan 0000-0001-9305-2691

Project Number 1129B372100783
Publication Date June 26, 2024
Published in Issue Year 2024Volume: 13 Issue: 2

Cite

APA Eroğlu, D., & Arslan, O. (2024). Ortaokul Matematik Öğretmen Adaylarının İdeal Matematik Öğrenme Ortamlarına Yönelik İnanışları. Cumhuriyet Uluslararası Eğitim Dergisi, 13(2), 397-411. https://doi.org/10.30703/cije.1317959
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