Abstract
AbstractIn 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.
Funder
Fundamental Research Funds for the Central Universities
Publisher
Springer Science and Business Media LLC
Subject
General Mathematics,Education
Cited by
50 articles.
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