id: 05628962
dt: j
an: 2010a.00091
au: Charalambous, Charalambos Y.; Panaoura, Areti; Philippou, George
ti: Using the history of mathematics to induce changes in preservice
teachers’ beliefs and attitudes: Insights from evaluating a teacher
education program.
so: Educ. Stud. Math. 71, No. 2, 161-180 (2009).
py: 2009
pu: Springer Netherlands, Dordrecht
la: EN
cc: C29 B52 B53 A39 D39
ut: attitudes; epistemological beliefs; efficacy beliefs; history of
mathematics; program evaluation; preservice teacher education;
prospective elementary school teachers; subject content courses;
research; Cyprus
ci:
li: doi:10.1007/s10649-008-9170-0
ab: Summary: Scholars and teacher educators alike agree that teachers’
beliefs and attitudes toward mathematics are key informants of
teachers’ instructional approaches. Therefore, it has become clear
that, in addition to enriching preservice teachers’ (PSTs) knowledge,
teacher education programs should also create opportunities for
prospective teachers to develop productive beliefs and attitudes toward
teaching and learning mathematics. This study explored the
effectiveness of a mathematics preparatory program based on the history
of mathematics that aimed at enhancing PSTs’ epistemological and
efficacy beliefs and their attitudes toward mathematics. Using data
from a questionnaire administered four times, the study traced the
development of 94 PSTs’ beliefs and attitudes over a period of 2
years. The analysis of these data showed changes in certain dimensions
of the PSTs’ beliefs and attitudes; however, other dimensions were
found to change in the opposite direction to that expected. Differences
were also found in the development of the PSTs’ beliefs and attitudes
according to their mathematical background. The data yielded from
semi-structured follow-up interviews conducted with a convenience
sample of PSTs largely corroborated the quantitative data and helped
explain some of these changes. We discuss the effectiveness of the
program considered herein and draw implications for the design of
teacher education programs grounded in the history of mathematics.
rv: