Impact of school experiences on the beliefs and instructional practices of future mathematics teachers

Eugenio Chandía Muñoz; Farzaneh Saadati; Anahi Huencho

doi:10.29333/iejme/15201

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Eugenio Chandía Muñoz ¹ ^* , Farzaneh Saadati ² , Anahi Huencho ³

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¹ Universidad de Concepción, Concepción, CHILE² Universidad de Chile, Santiago, CHILE³ Universidad de Católica de Temuco, Temuco, CHILE^* Corresponding Author

Abstract

This study examines the impact of cumulative experiences and beliefs during the school career on the pedagogical development of future mathematics teachers in Chile. A sample of 252 pedagogy students from 18 higher education institutions participated in the study, completing a questionnaire that focused on instructional paradigms, teaching experiences, and pedagogical practices. The research employed latent class analysis to identify distinct profiles based on the teaching paradigms experienced by the participants. A logistic regression model further corroborated these profiles. The findings indicate a prevalent inclination towards constructivist beliefs and practices among future teachers, which are significantly shaped by their secondary education experiences, often devoid of a constructivist approach. This study emphasizes the critical role of prior educational experiences in shaping professional competencies in teaching mathematics.

Keywords

initial teacher education
school career
beliefs
instructional practices

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 19, Issue 4, November 2024, Article No: em0793

https://doi.org/10.29333/iejme/15201

Publication date: 01 Oct 2024

Online publication date: 25 Sep 2024

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How to cite this article

APA

Muñoz, E. C., Saadati, F., & Huencho, A. (2024). Impact of school experiences on the beliefs and instructional practices of future mathematics teachers. International Electronic Journal of Mathematics Education, 19(4), em0793. https://doi.org/10.29333/iejme/15201

Vancouver

Muñoz EC, Saadati F, Huencho A. Impact of school experiences on the beliefs and instructional practices of future mathematics teachers. INT ELECT J MATH ED. 2024;19(4):em0793. https://doi.org/10.29333/iejme/15201

AMA

Muñoz EC, Saadati F, Huencho A. Impact of school experiences on the beliefs and instructional practices of future mathematics teachers. INT ELECT J MATH ED. 2024;19(4), em0793. https://doi.org/10.29333/iejme/15201

Chicago

Muñoz, Eugenio Chandía, Farzaneh Saadati, and Anahi Huencho. "Impact of school experiences on the beliefs and instructional practices of future mathematics teachers". International Electronic Journal of Mathematics Education 2024 19 no. 4 (2024): em0793. https://doi.org/10.29333/iejme/15201

Harvard

Muñoz, E. C., Saadati, F., and Huencho, A. (2024). Impact of school experiences on the beliefs and instructional practices of future mathematics teachers. International Electronic Journal of Mathematics Education, 19(4), em0793. https://doi.org/10.29333/iejme/15201

MLA

Muñoz, Eugenio Chandía et al. "Impact of school experiences on the beliefs and instructional practices of future mathematics teachers". International Electronic Journal of Mathematics Education, vol. 19, no. 4, 2024, em0793. https://doi.org/10.29333/iejme/15201