Details

Autor(en) / Beteiligte

• Xie, Shengying
• Cai, Jinfa

Titel

Teachers’ Beliefs about Mathematics, Learning, Teaching, Students, and Teachers: Perspectives from Chinese High School In-Service Mathematics Teachers

Ist Teil von

• International journal of science and mathematics education, 2021-04, Vol.19 (4), p.747-769

Ort / Verlag

Singapore: Springer Singapore

Erscheinungsjahr

2021

Link zum Volltext

Quelle

ERIC

Beschreibungen/Notizen

• This study serves two purposes. The first purpose is the development and validation of a Mathematics Teachers’ Beliefs Scale (MTBS). In addition to providing a valid and reliable MTBS instrument, this study provides information on the process of developing and validating the instrument, which shall be useful for the development and validation of similar instruments. The second purpose of this study is to explore the relationship between teachers’ beliefs and their teaching experience. Using a validated MTBS, this study assessed the beliefs of four groups of Chinese high school mathematics teachers with varying years of professional teaching experience: 1–5 years ( n  = 25), 6–10 years ( n  = 70), 11–20 years ( n  = 48), and 21+ years ( n  = 28). The MTBS is composed of 26 items distributed across five subscales spanning beliefs about mathematics, learning, teaching, students, and teachers. Among the four groups, the results of this study indicate that there were no significant differences in scores on beliefs about mathematics, mathematics learning, mathematics teaching, students, and teachers. Further item analysis revealed that longer teaching experience does not necessarily mean that a teacher holds reform-oriented views. However, teachers with 6–10 years of experience were most likely to hold a more dialectic view of mathematics.