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

Full Text (PDF)

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

More Detail

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

License

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

Article Views: 55

Article Downloads: 26

Open Access References How to cite this article

References

Angel, H.-F., & Seitz, R. J. (2016). Process of believing as fundamental brain function: The concept of credition. SFU Forschungsbulletin, 4, 1-20. https://doi.org/10.15135/2016.4.1.1-20
Ariza, E. C., González-Calero, J. A., Aguado, C. M., & Cózar-Gutiérrez, R. (2023). Colombian future teachers’ beliefs about mathematics and its learning. International Journal of Mathematical Education in Science and Technology, 54(8), 1474-1489. https://doi.org/10.1080/0020739X.2023.2170834
Berk, D., & Cai, J. (2019). Teacher beliefs, mathematics. In M. A. Peters (Ed.), Encyclopedia of teacher education (pp. 1-6). Springer. https://doi.org/10.1007/978-981-13-1179-6_236-1
Blömeke, S., Gustafsson, J. E., & Shavelson, R. J. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift fur Psychologie, 223(1), 3-13. https://doi.org/10.1027/2151-2604/a000194
Blömeke, S., Jenßen, L., & Eid, M. (2022a). The role of intelligence and self-concept for teachers’ competence. Journal of Intelligence, 10(2), Article 20. https://doi.org/10.3390/jintelligence10020020
Blömeke, S., Jentsch, A., Ross, N., Kaiser, G., & König, J. (2022b). Opening up the black box: Teacher competence, instructional quality, and students’ learning progress. Learning and Instruction, 79, Article 101600. https://doi.org/10.1016/j.learninstruc.2022.101600
Blömeke, S., Kaiser, G., König, J., & Jentsch, A. (2020). Profiles of mathematics teachers’ competence and their relation to instructional quality. ZDM Mathematics Education, 52, 329-342. https://doi.org/10.1007/s11858-020-01128-y
Chandía, E., Huencho, A., & San Martín, E. (2023). Perfiles de creencias sobre prácticas de instrucción matemática de estudiantes de pedagogía de educación Primaria condicionados por la experiencia escolar y la adopción del rol de profesor [Belief profiles about mathematics instruction practices of primary education student teachers conditioned by school experience and the adoption of the teacher role]. Estudios Pedagógicos (Valdivia), 49(1), 305-326. https://doi.org/10.4067/s0718-07052023000100305
Cole, C., Pinnegar, S., Newberry, M., Cutri, R., & Smith, L. (2023). The emergence of teacher self in the elementary classroom. Teaching and Teacher Education, 125, Article 104038. https://doi.org/10.1016/j.tate.2023.104038
Cooney, T. (2002). Mathematics teacher change and developments. In G. C. Leder, E. Pehkonen, & G. Törner (Eds), Beliefs: A hidden variable in mathematics education? (pp. 127-147). Springer. https://doi.org/10.1007/0-306-47958-3_8
Curtis, E., Martin, R., & Broadley, T. (2019). Reviewing the purpose of professional experience: A case study in initial teacher education reform. Teaching and Teacher Education, 83, 77-86. https://doi.org/10.1016/j.tate.2019.03.017
de Vries, S., van de Grift, W. J. C. M., & Jansen, E. P. W. A. (2013). How teachers’ beliefs about learning and teaching relate to their continuing professional development. Teachers and Teaching, 20(3), 338-357. https://doi.org/10.1080/13540602.2013.848521
Depaepe, F., & König, J. (2018). General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education. Teaching and Teacher Education, 69, 177-190. https://doi.org/10.1016/j.tate.2017.10.003
Depaepe, F., Verschaffel, L., & Star, J. (2020). Expertise in developing students’ expertise in mathematics: Bridging teachers’ professional knowledge and instructional quality. ZDM Mathematics Education, 52, 179-192. https://doi.org/10.1007/s11858-020-01148-8
Dilekli, Y., & Tezci, E. (2016). The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills and teachers’ teaching styles. Thinking Skills and Creativity, 21, 144-151. https://doi.org/10.1016/j.tsc.2016.06.001
Jenßen, L., Hosoya, G., Jegodtka, A., Eilerts, K., Eid, M., & Blömeke, S. (2020). Effects of early childhood teachers’ mathematics anxiety on the development of childrens’ math- ematical competencies. In O. Zlatkin-Troitschanskaia, H. Pant, M. Toepper, & C. Lautenbach (Eds.), Student learning in German higher education (pp. 141-162). Springer. https://doi.org/10.1007/978-3-658-27886-1_8
Lee, J., & Santagata, R. A. (2020). Longitudinal study of novice primary school teachers’ knowledge and quality of mathematics instruction. ZDM Mathematics Education, 52, 295-309. https://doi.org/10.1007/s11858-019-01123-y
Lloyd, M. E. R., & Howell, M. (2019). Positioning pre-service teacher beliefs along the traditional-reform continuum: An examination of normative beliefs and discursive claims. The Mathematics Enthusiast, 16(1-3), 155-210. https://doi.org/10.54870/1551-3440.1454
Lo, W. (2021). Pre-service teachers’ prior learning experiences of mathematics and the influences on their beliefs about mathematics teaching. International Journal of Instruction, 14(1), 795-812. https://doi.org/10.29333/iji.2021.14148a
Mayer, D., Dixon, M., Kline, J., Kostogriz, A., Moss, J., Rowan, L., Walker-Gibbs, B., & White, S. (2017). Studying the effectiveness of teacher education. Springer. https://doi.org/10.1007/978-981-10-3929-4
Merk, S., Rosman, T., Rueß, J., Syring, M., & Schneider, J. (2017). Pre-service teachers’ perceived value of general pedagogical knowledge for practice: Relations with epistemic beliefs and source beliefs. PLoS ONE, 12(9), Article e0184971. https://doi.org/10.1371/journal.pone.0184971
Moreira, C., Tiwari, P., Pandey, H. M., Bruza, P., & Wichert, A. (2020). Quantum-like influence diagrams for decision-making. Neural Networks, 132, 190-210. https://doi.org/10.1016/j.neunet.2020.07.009
Nehls, C., König, J., Kaiser, G., & Blömeke, S. (2020). Profiles of teachers’ general pedagogical knowledge: Nature, causes and effects on beliefs and instructional quality. ZDM Mathematics Education, 52, 343-357. https://doi.org/10.1007/s11858-019-01102-3
Nguyen, D. T., & Tran, D. (2022). High school mathematics teachers’ changes in beliefs and knowledge during lesson study. Journal of Mathematics Teacher Education, 26, 809-834. https://doi.org/10.1007/s10857-022-09547-2
Öçal, T. (2021). ‘I remembered this mathematics course because …’: How unforgettable mathematics experiences of pre-service early childhood teachers are related to their beliefs. International Journal of Mathematical Education in Science and Technology, 52(2), 282-298. https://doi.org/10.1080/0020739X.2020.1861349
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
R Core Team. (2021). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. https://www.R-project.org/
Ruohotie-Lyhty, M., & Kaikkonen, P. (2009). The difficulty of change: The impact of personal school experience and teacher education on the work of beginning language teachers. Scandinavian Journal of Educational Research, 53(3), 295-309. https://doi.org/10.1080/00313830902917378
Saadati, F., Giaconi, V., Chandia, E., Fuenzalida, N., & Rodríguez Donoso, M. (2021). Beliefs and practices about remote teaching processes during the pandemic: A study with Chilean mathematics teachers. Eurasia Journal of Mathematics, Science and Technology Education, 17(11), Article em2023. https://doi.org/10.29333/ejmste/11201
Seitz, R. J., Angel, H. F., & Paloutzian, R. F. (2023). Bridging the gap between believing and memory functions. Europe’s Journal of Psychology, 19(1), Article 113. https://doi.org/10.5964/ejop.7461
Seitz, R. J., Paloutzian, R. F., & Angel, H. F. (2018). From believing to belief: A general theoretical model. Journal of Cognitive Neuroscience, 30(9), 1254-1264. https://doi.org/10.1162/jocn_a_01292
Sherin, M. G. (2017). Exploring the boundaries of teacher noticing: Commentary. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 401-408). Springer. https://doi.org/10.1007/978-3-319-46753-5
Sotos, M. (2021). Influencia del período práctico de formación en las creencias sobre la enseñanza, de futuros docents [Influence of the practical training period on beliefs about teaching, of future teachers]. Estudios Pedagógicos, 47(3), 379-399. https://doi.org/10.4067/S0718-07052021000300379
Stürmer, K., Könings, K. D., & Seidel, T. (2015). Factors within university-based teacher education relating to preservice teachers’ professional vision. Vocations and Learning, 8, 35-54. https://doi.org/10.1027/2151-2604/a000200
Vrieze, S. I. (2012). Model selection and psychological theory: A discussion of the differences between the Akaike information criterion (AIC) and the Bayesian information criterion (BIC). Psychological Methods, 17(2), 228-243. https://doi.org/10.1037/a0027127
Wall, K., & Hall, E. (2016). Teachers as metacognitive role models. European Journal of Teacher Education, 39(4), 403-418. https://doi.org/10.1080/02619768.2016.1212834
Wang, Y., Highhouse, S., Lake, C. J., Petersen, N. L., & Rada, T. B. (2017). Meta-analytic Investigations of the relation between intuition and analysis. Journal of Behavioral Decision Making, 30(1), 15-25. https://doi.org/10.1002/bdm.1903
Weyers, J., Kramer, C., Kaspar, K., & König, J. (2024). Measuring pre-service teachers’ decision-making in classroom management: A video-based assessment approach. Teaching and Teacher Education, 138, 104426. https://doi.org/10.1016/j.tate.2023.104426
Xie, S., & Cai, J. (2021). Teachers’ beliefs about mathematics, learning, teaching, students, and teachers: Perspectives from Chinese high school in-service mathematics teachers. International Journal of Science and Mathematics Education, 19(4), 747-769. https://doi.org/10.1007/s10763-020-10074-w
Xue, X., Wang, Y., Li, H., Gao, J., & Si, J. (2023). The association between mathematical attitudes, academic procrastination and mathematical achievement among primary school students: the moderating effect of mathematical metacognition. Current Psychology, 42(10), 7953-7964. https://doi.org/10.1007/s12144-021-02133-4
Yang, X., Kaiser, G., König, J., & Blömeke, S. (2019). Professional noticing of mathematics teachers: A comparative study between Germany and China. International Journal of Science and Mathematics Education, 17(5), 943-963. https://doi.org/10.1007/s10763-018-9907-x
Yurekli, B., Işiksal-Bostan, M., & Çakıroğlu, E. (2020). Sources of preservice teachers’ self-efficacy in the context of a mathematics teaching methods course. Journal of Education for Teaching, 46(5), 631-645. https://doi.org/10.1080/02607476.2020.1777068
Zhang, S., Cao, Y., Chan, M. C. E., & Wan, M. E. V. (2022). A comparison of meaning negotiation during collaborative problem solving in mathematics between students in China and Australia. ZDM Mathematics Education, 54, 287-302. https://doi.org/10.1007/s11858-022-01335-9

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