You are here

The Mathematics Teacher’s Beliefs about Mathematics Knowledge and Its Teaching: A Case Study

Journal Name:

Publication Year:

Abstract (2. Language): 
The aim of this study is to present the insights of the mathematics teachers beliefs’ on mathematical knowledge, and its teaching and learning. The case study method is used in this study. tThe study pursued along with the participation of one secondary mathematics teacher in the fall semester of 2007-2008 instruction year in Trabzon providence. The interviews realized during approximately 45 minutes with the interwiewee for the four times. In the interviews, three data collection forms were used as the data collection tool. These are: a) Semi-structured interview form, b) Hypothetical situations called “episodes” as a means to initiate responses from the informant, c) Documents that are including pictures reflecting different classroom settings and about the nature of mathematical knowledge. By using Magolda’s Epistemological Reflection Model, the data obtained were analyzed descriptively in a qualitative manner. Besides holding some strict beliefs on nature of mathematical knowledge, evaluation, and mathematical teaching, participant have some flexible beliefs about mathematics and its teaching,in addition, it was concluded that participant open to some new perceptions. However, we believe that by conducting similar studies with larger samples it might be possible to contribute to teacher training researches in our country.

REFERENCES

References: 

Alkan, H., Köroğlu, H., & Baser, N. (1999). Development of mathematics teachers and the aim of the
mathematics teaching in our country. D.E.Ü. Journal of Buca Feculty of Education, 10, 5-22.
Baki, A. (2008). Mathematics education from theory to application. Ankara: Harf Eğitim Publication.
Baxter, M.(1992). Knowing and reasoning in college, gender-related patterns in students’ intellectual
development. USA: Jossey-Bass Publishers.
Baydar, S.C., & Bulut, S. (2002). The importance of teacher beliefs on nature of mathematics and its
teaching in teaching of mathematics. Hacettepe University Journal of Faculty of Education, 23,
62-66.
Belenky, M.F., Chincy, B.M., Goldberger, N.R., & Tarule, J.M. (1986). Womens ways of knowing: The
development of self, voice and min. (Tenth Anniversary Edition), New York: Basicbooks.
Boonyaprakob, K. (2002). A comparative analysis of longitudinal studies of college students’
intellectual development. Unpublished Doctoral Dissertation, North Carolina State University,
USA.
Collins, R. A. (2005). Cognitive development of adult undergraduate students in accelerated or
intensive programs. Unpublished Doctoral Dissertation, Kansas State University, Manhattan,
Kansas.
The Mathematics Teacher’s Beliefs about Mathematics Knowledge and Its Teaching: A Case Study
© Educational Research Association, All rights reserved. 14
Çepni, S. (2007). Introduction to the research and project studies. Trabzon: Celepler Press.
Perry, W.G. (1970). Forms of intellectual and ethical development in the college years: A scheme. San
Fransisco: Jossey-Bass (Updated and reissued in 1998).
Skott, J. (2001). The emerging practices of a novice teacher: The roles of his school mathematics
images. Journal of Mathematics Teacher Education, 4, 3-28.
Weinstein, G.L. (1998). Towards a framework for understanding ways of knowing mathematics: Six
students in finite mathematics and a linked support course. Unpublished Doctoral Dissertation,
Indiana University, USA.
West, E.J. (2004). Perry’s legacy: Models of epistemological development. Journal of Adult
Development, 11, 2.
Yalaza Atay, D. (2003). The changing face of teacher education. Ankara: Nobel Publication and
Distribution.Yayın Dağıtım.
Yılmaz, H. (2004). Teacher, would you please read this book? Konya: Publications of Çizgi Kitabevi.

Thank you for copying data from http://www.arastirmax.com