Unveiling belief and pedagogical content knowledge of prospective secondary mathematics teachers
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Resumo
Prospective teachers' beliefs have a beneficial effect on their knowledge and actions. Furthermore, teachers' pedagogical content knowledge is an essential contributor to teachers' impact on students' academic outcomes. However, examining how prospective teachers' beliefs influence their pedagogical content knowledge is still unclear. The current study investigates prospective mathematics teachers' beliefs and pedagogical content knowledge. We recruited three undergraduate students in the mathematics department consisting of one male and two female participants in this study. By assigning two interviews, a test, and observation, we examined three prospective mathematics teachers' pedagogical content knowledge and their beliefs about the nature of mathematics, mathematics learning, and mathematics teaching. Prospective mathematics teachers' test, interview, and observation results were analyzed in three stages: data condensation, presentation, and conclusion drawing and verification. The findings point out that traditional beliefs (instrumentalist and platonist views) are more dominant in prospective teachers' beliefs about the nature of mathematics. Moreover, the more sophisticated prospective teachers' beliefs about the nature of mathematics, mathematics learning, and mathematics teaching are, the higher one's content knowledge and pedagogical content knowledge levels are. Implications of this study, mathematics teacher educators should assist and foster prospective teachers in developing constructivist or problem-solving beliefs.
Dados da obra
- Tipo
- Artigo
- Periódico
- Jurnal Elemen, v. 8, n. 2, p. 411-426
- Editora
- Universitas Hamzanwadi
- Ano
- 2022 (2022-07)
- Idioma
- id
- Palavras-chave
- belief; pedagogical content knowledge; prospective mathematics teacher; pre-service mathematics teachers; teacher beliefs; traditional beliefs; constructivist beliefs; mathematics teacher education
- Temas
- Formação de Professores de Matemática, Resolução de Problemas
- DOI
- 10.29408/jel.v8i2.5096
- ISSN
- 2442-4226
- Licença
- cc-by-sa
- Acesso
- Download disponível
- Fontes
- DOAJ — Directory of Open Access Journals; OpenAlex
- Na Biblioteca desde
- 27/09/2026 · verificada em 27/09/2026
Como citar
ABNT
PAGILING, Sadrack Luden; TAUFIK, Abdul Rachman. Unveiling belief and pedagogical content knowledge of prospective secondary mathematics teachers. Jurnal Elemen, v. 8, n. 2, p. 411-426, 2022. DOI: https://doi.org/10.29408/jel.v8i2.5096.
APA
Pagiling, S. L., & Taufik, A. R. (2022). Unveiling belief and pedagogical content knowledge of prospective secondary mathematics teachers. Jurnal Elemen, 8(2), 411-426. https://doi.org/10.29408/jel.v8i2.5096
BibTeX
@article{pagiling2022,
author = {Pagiling, Sadrack Luden and Taufik, Abdul Rachman},
title = {Unveiling belief and pedagogical content knowledge of prospective secondary mathematics teachers},
year = {2022},
journal = {Jurnal Elemen},
volume = {8},
number = {2},
pages = {411-426},
publisher = {Universitas Hamzanwadi},
doi = {10.29408/jel.v8i2.5096},
language = {id}
}RIS
TY - JOUR AU - Pagiling, Sadrack Luden AU - Taufik, Abdul Rachman TI - Unveiling belief and pedagogical content knowledge of prospective secondary mathematics teachers PY - 2022 JO - Jurnal Elemen VL - 8 IS - 2 SP - 411 EP - 426 DO - 10.29408/jel.v8i2.5096 LA - id ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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