Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China.

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Photo of Sigrid Blömeke.

Professor Sigrid Blömeke.

Photo: Øystein Andersen, UiO.

In this paper we examine the relationship between teachers’ knowledge, beliefs and instructional practices based on a study with 495 Chinese pre-service mathematics teachers. The results indicate that Chinese pre-service mathematics teachers tend to hold mixed beliefs about the nature of mathematics, and a constructivist view about mathematics teaching and learning, and that they are inclined to report that their teaching is inquiry-oriented. Mathematical content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) were found not to correlate with the teachers’ self-reported instructional practice, in contrast to pre-service mathematics teachers’ beliefs, which showed a stronger association with their self-reported inquiry-oriented instructional practice. Moreover, pre-service teachers’ dynamic beliefs about the nature of mathematics, and constructivist beliefs about mathematics teaching and learning, acted as mediators between pre-service mathematics teachers’ MCK, MPCK and instructional practice respectively.

 

Yang, Xinrong; Kaiser, Gabriele; König, Johannes & Blömeke, Sigrid (2020). Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China. ZDM: Mathematics Education.  ISSN 1863-9690.  52(2), s 281- 294 . doi: 10.1007/s11858-020-01145-x

 

Published Nov. 10, 2020 8:32 AM - Last modified Nov. 10, 2020 8:32 AM