scholarly journals A National Comparison of Pre-service Elementary Mathematics Teachers’ Beliefs about Mathematics: The case of Turkey

2018 ◽  
Vol 43 (193) ◽  
Author(s):  
Derya Çelik ◽  
Zeynep Medine Özmen ◽  
Serhat Aydın ◽  
Mustafa Güler ◽  
Osman Birgin ◽  
...  
Keyword(s):  
Mathematics Teachers ◽  
Elementary Mathematics ◽  
Beliefs About Mathematics ◽  
Teachers Beliefs ◽  
National Comparison

scholarly journals Pre-Service mathematics teachers’ beliefs regarding topics of mathematics education

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Katharina Anna-Maria Manderfeld ◽  
Hans-Stefan Siller
Keyword(s):  
Secondary School ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Qualitative Content Analysis ◽  
Technical Aspects ◽  
Pedagogical Content ◽  
Category System ◽  
Beliefs About Mathematics ◽  
Teachers Beliefs ◽  
Teachers Training

Beliefs are known to influence learning processes and thus become relevant in the instruction of pre-service mathematics teachers with regard to the pedagogical content knowledge taught in courses of mathematics didactics at university. In exploring beliefs about mathematics didactics of pre-service teachers training for secondary school, 50 bachelor students (ca. 5th semester) responded to two open-ended tasks in which they were asked to express their understanding of mathematics didactics. With the help of qualitative content analysis, topics related to mathematics didactics as identified by the participants are categorized. The category system shows that beliefs of participants differ in some respects from what selected research associates with mathematics didactics. Also, technical aspects of lessons like designing lessons are frequently mentioned within the answers, whereas topics with regard to learners or curriculum are rarely addressed.

scholarly journals Culturally Responsive Mathematics Teaching and Young Learners

2016 ◽  
Vol 1 (1) ◽  
pp. 30-35
Author(s):  
Katherine Baker
Keyword(s):  
Mathematics Teachers ◽  
Culturally Responsive Teaching ◽  
Mathematics Teaching ◽  
Culturally Responsive ◽  
Elementary Mathematics ◽  
Cultural Responsiveness ◽  
Responsive Teaching ◽  
Young Learners ◽  
Common Practices ◽  
Elementary Mathematics Instruction

This abbreviated literature review features studies regarding elementary mathematics instruction and the mathematics teachers that act in ways that lend to and further cultural responsiveness. Teachers presented in the review utilized a pedagogical style referred to as responsive teaching (Empson, 2014) and studies were re-read and analyzed with a lens of cultural responsiveness, specifically that of culturally responsive teaching (CRT). The analysis exposed common practices across this vein of mathematics teaching that uphold the tenets of cultural responsiveness. The value that this form of instruction holds for young learners is also presented.

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