Niềm tin của giáo viên Toán tương lai về việc dạy và học Toán
Tóm tắt
Teachers’ beliefs are important because they not only shape how teachers perceive mathematics but also influence their instructional choices. Accordingly, this study investigates 139 pre-service mathematics teachers’ beliefs about the nature of mathematics as well as beliefs about teaching and learning mathematics by measuring three dimensions: (1) beliefs about the nature of mathematics, (2) beliefs about learning mathematics, and (3) beliefs about mathematics achievement. The results indicate that prospective mathematics teachers tend to view mathematics as a process of inquiry and discovery while still acknowledging the role of rules in mathematics; moreover, they believe that the ability to learn mathematics is not innate but largely depends on students’ effort and self-directed learning. These findings suggest that teacher education programs should place greater emphasis on developing and refining prospective teachers’ beliefs in order to support positive instructional orientations and promote equitable learning opportunities for students.
Tài liệu tham khảo
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