The cultural dimensions of prospective mathematics teachers’ beliefs: Insights from Cyprus and England
Περίληψη
Based on the idea that mathematics education is, in general, culturally located, this paper discusses the cultural dimensions of prospective elementary teachers’ beliefs in Cyprus and England, and how these relate to the general educational culture of the two countries. Two volunteer groups (twelve students from each country) from a notable university in each country accepted an open invitation for participation and were qualitatively interviewed. This paper discusses two common sub-themes that emerged under the general theme, Explicit Pedagogic Practice, and takes into close consideration students’ beliefs about the use of teaching resources and group work. The findings suggest that the beliefs held by each cohort are framed by the cultural-educational rhetoric of its respective country. In the conclusion of the paper, some implications about teacher education are discussed.
Λεπτομέρειες άρθρου
- Πώς να δημιουργήσετε Αναφορές
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Xenofontos, C. (2014). The cultural dimensions of prospective mathematics teachers’ beliefs: Insights from Cyprus and England. Preschool and Primary Education, 2, 3–16. https://doi.org/10.12681/ppej.85
- Τεύχος
- Τόμ. 2 (2014)
- Ενότητα
- Άρθρα
Οι συγγραφείς των άρθρων που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, δίνοντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατίθενται με άδεια Creative Commons 3.0 και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς και με δικαίωμα τροποποίησης μόνον με παρόμοια διανομή (αν αναμείξετε, τροποποιήσετε, ή δημιουργήσετε πάνω στο υλικό, πρέπει να διανείμετε τις δικές σας συνεισφορές υπό την ίδια άδεια όπως και το πρωτότυπο). To Εργαστήριο Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και το Εθνικό Κέντρο Τεκμηρίωσης διατηρούν το δικαίωμα να δημοσιεύουν, να αναπαραγάγουν, να παρουσιάζουν στο κοινό, να διανέμουν και χρησιμοποιούν άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ σε οποιοδήποτε μέσο και μορφή είτε μεμονωμένα είτε ως μέρη συλλογικών έργων, για όλο το χρόνο διάρκειας προστασίας της πνευματικής ιδιοκτησίας και για όλες τις χώρες του κόσμου. Αυτό περιλαμβάνει ενδεικτικά και όχι αποκλειστικά, το δικαίωμα δημοσίευσης των άρθρων σε τεύχη του περιοδικού ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ, αναπαραγωγής και διανομής μεμονωμένων αντιγράφων των άρθρων, αναπαραγωγής ολόκληρων των άρθρων σε άλλη έκδοση του Εργαστηρίου Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και του Εθνικού Κέντρου Τεκμηρίωσης και αναπαραγωγής και διανομής των άρθρων ή περίληψης αυτών με χρήση πληροφορικού συστήματος αποθετηρίου.
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Aguirre, J., & Speer, N. M. (1999). Examining the relationship between beliefs and goals in teacher practice. The journal of mathematical behavior, 18(3), 327–356.
Ambrose, R. (2004). Initiating Change in Prospective Elementary School Teachers’ Orientations to Mathematics Teaching by Building on Beliefs. Journal of Mathematics Teacher Education, 7(2), 91-119.
Anderson, L. M. & Bird, T. (1995). How three prospective teachers construed three cases of teaching. Teaching and Teacher Education, 11(5), 479-499.
Anderson, J., White, P., & Sullivan, P. (2005). Using a Schematic Model to Represent Influences on, and Relationships Between, Teachers’ Problem-Solving Beliefs and Practices. Mathematics Education Research Journal, 17(2), 9-38.
Andrews, P. (2011). The cultural location of teachers’ mathematical knowledge: Another hidden variable in mathematics education research? In T. Rowland & K. Ruthven (Eds.), Mathematical knowledge in teaching (Vol. 50, pp. 99-118). New York: Springer.
Andrews, P. (2007). Mathematics teacher typologies or nationally located patterns of behaviour. International Journal of Educational Research, 46(5), 306–318.
Andrews, P. (2009). Mathematics teachers’ didactic strategies: Examining the comparative potential of low inference generic descriptors. Comparative Education Review, 53(4), 557-581.
Andrews, P., & Hatch, G. (2000). A comparison of Hungarian and English teachers’ conceptions of mathematics and its teaching. Educational Studies in Mathematics, 43(1), 31–64.
Atweh, B., & Clarkson, P. (2001). Internationalization and Globalization of Mathematics Education: Toward an Agenda for Research/Action. In B. Atweh, H. Forgasz, & B. Nerbes (Eds.), Sociocultural research on mathematics education: an international perspective (pp. 77-94). London: Laurence Erlbaum Associates.
Bauml, M. (2009). Examining the unexpected sophistication of preservice teachers’ beliefs about the relational dimensions of teaching. Teaching and Teacher Education, 25(6), 902-908.
Beswick, K. (2005). The beliefs/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39-68.
Bishop, A. J. (1988). Mathematics education in its cultural context. Educational Studies in Mathematics, 19(2), 179–191.
Burghes, D. (2011). International comparative study in mathematics teacher training: Enhancing the training of teachers of mathematics. Centre for Innovation in Mathematics Teaching, United Kingdom.
Chapman, O. (2003). Belief structure and inservice high school mathematics teacher growth. In G. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: a hidden variable in mathematics education? (pp. 177–193). Springer.
Cohen, D. K. (1990). A revolution in one classroom: The case of Mrs Oublier. Educational evaluation and policy analysis, 12(3), 311-329.
Cooney, T. J. (1985). A beginning teacher’s view of problem solving. Journal for Research in Mathematics Education, 16(5), 324–336.
Cooney, T. J., Shealy, B. E., & Arvold, B. (1998). Conceptualizing belief structures of preservice secondary mathematics teachers. Journal for Research in Mathematics Education, 29(3), 306–333.
Correa, C. A., Perry, M., Sims, L. M., Miller, K. F., & Fang, G. (2008). Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics. Teaching and Teacher Education, 24(1), 140–153.
Erez, M., & Gati, E. (2004). A dynamic, multi-level model of culture: From the micro level of the individual to the macro level of a global culture. Applied Psychology, 53(4), 583–598.
Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13–33.
Fairbrother, G. (2007). Quantitative and Qualitative Approaches to Comparative Education. In M. Bray, B. Adamson, & M. Mason (Eds.), Comparative Education Research. Approaches and Methods (pp. 39-62). Springer.
File, N., & Gullo, D. F. (2002). A comparison of early childhood and elementary education students’ beliefs about primary classroom teaching practices. Early Childhood Research Quarterly, 17(1), 126–137.
Freeman, D. J., & Porter, A. C. (1989). Do textbooks dictate the content of mathematics instruction in elementary schools? American Educational Research Journal, 26(3), 403.
Gerdes, P. (1998). On culture and mathematics teacher education. Journal of Mathematics Teacher Education, 1(1), 33–53.
Gerdes, P. (2010). Exploration of technologies, emerging from African cultural practices, in mathematics (teacher) education. ZDM, 42(1), 11–17.
Givvin, K. B., Hiebert, J., Jacobs, J. K., Hollingsworth, H., & Gallimore, R. (2005). Are there national patterns of teaching? Evidence from the TIMSS 1999 video study. Comparative Education Review, 49(3), 311–343.
Grant, N. (2000). Tasks for comparative education in the new millennium. Comparative Education, 36(3), 309–317.
Hallam, S. & Ireson, J. (2007). Secondary school pupils’ satisfaction with their ability grouping placements. British Educational Research Journal, 33(1), 27-45.
Handal, B. (2003). Teachers’ mathematical beliefs: A review. The Mathematics Educator, 13(2), 47–57.
Handal, B., & Herrington, A. (2003). Mathematics teachers’ beliefs and curriculum reform. Mathematics Education Research Journal, 15(1), 59–69.
Hiebert, J., & Stigler, J.W. (2000). A proposal for improving classroom teaching: Lessons from the TIMSS Video Study. The Elementary School Journal, 101(1), 3-20.
Hofstede, G. (1983). The cultural relativity of organizational practices and theories. Journal of international business studies, 14(2), 75–89.
Ingvarson, L., Schwille, J., Tatto, M.T., Rowley, G., Peck, R., & Senk, S.L. (2013). An analysis of teacher education context, structure, and quality-assurance arrangements in TEDS-M countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: IEA.
Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of educational research, 62(2), 129-169.
Kulik, J. A. (1993). An analysis of the research on ability grouping (pp. 1-4). The National Research Center on the Gifted and Talented.
Kvale, S., & Brinkmann, S. (2009). InterViews: Learning the craft of qualitative research interviewing. London: SAGE Publications.
Leung, F. K. (1995). The mathematics classroom in Beijing, Hong Kong and London. Educational Studies in Mathematics, 29(4), 297–325.
Leung, F. K. (2002). In search of an East Asian identity in mathematics education. Educational Studies in Mathematics, 47(1), 35–51.
Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. New Jersey: Lawrence Erlbaum Associates.
Mason, J. (2004). Are beliefs believable? Mathematical Thinking and Learning, 6(3), 343-351.
Middleton, J. A. (1999). Curricular influences on the motivational beliefs and practices of two middle school mathematics teachers: A follow-up study. Journal for Research in Mathematics Education, 30(3), 349-358.
Miles, K. H., & Darling-Hammond, L. (1998). Rethinking the allocation of teaching resources: Some lessons from high-performing schools. Educational Evaluation and Policy Analysis, 20(1), 9-29.
Mullis, I., Martin, M., & Foy, P. (2008). TIMSS 2007 International Mathematics Report: Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center.
Mullis, I., Martin, M., Gonzalez, E., & Chrostowski, S. (2004). TIMSS 2003 International Mathematics Report: Findings From IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center.
Ng, W., Nicholas, H., & Williams, A. (2010). School experiences influences on pre-service teachers’ evolving beliefs about effective teaching. Teaching and Teacher Education, 26(2), 278-289.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550–576.
Schmidt, W.H. et al. (1996). Characterizing pedagogical flow. Dordrecht: Kluwer.
Schoenfeld, A. H. (2000). Models of the Teaching Process. Journal of Mathematical Behavior, 18(3), 243-261.
Skott, J. (2001). The emerging practices of a novice teacher: The roles of his school mathematics images. Journal of Mathematics Teacher Education, 4(3), 3-28.
Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom. New York: Free press.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (1998). London: SAGE Publications.
Thompson, A. G. (1984). The relationship of teachers’ conceptions of mathematics and mathematics teaching to instructional practice. Educational studies in mathematics, 15(2), 105–127.
Toll, C. A., Nierstheimer, S. L., Lenski, S. D., & Kolloff, P. B. (2004). Washing Our Students Clean. Internal Conflicts in Response to Preservice Teachers’ Beliefs and Practices. Journal of Teacher Education, 55(2), 164-176.
Törner, G. (2002). Mathematical Beliefs - A Search for a Common Ground: Some Theoretical Considerations on Structuring Beliefs, Some Research Questions, and Some Phenomenological Observations. In G. Leder, E. Pehkonen, & G. Torner (Eds.), Beliefs: a hidden variable in mathematics education? (pp. 73–94). Springer.
von Glasersfeld, E. (2001). The radical constructivist view of science. Foundations of Science, 6(1), 31–43.
Wong, K. Y., Taha, Z. B., & Veloo, P. (2001). Situated sociocultural mathematics education: Vignettes from Southeast Asian practices. In B. Atweh, H. Forgasz, & B. Nerbes (Eds.), Sociocultural research on mathematics education: an international perspective (pp. 113-134). London: Laurence Erlbaum Associates.
Ambrose, R. (2004). Initiating Change in Prospective Elementary School Teachers’ Orientations to Mathematics Teaching by Building on Beliefs. Journal of Mathematics Teacher Education, 7(2), 91-119.
Anderson, L. M. & Bird, T. (1995). How three prospective teachers construed three cases of teaching. Teaching and Teacher Education, 11(5), 479-499.
Anderson, J., White, P., & Sullivan, P. (2005). Using a Schematic Model to Represent Influences on, and Relationships Between, Teachers’ Problem-Solving Beliefs and Practices. Mathematics Education Research Journal, 17(2), 9-38.
Andrews, P. (2011). The cultural location of teachers’ mathematical knowledge: Another hidden variable in mathematics education research? In T. Rowland & K. Ruthven (Eds.), Mathematical knowledge in teaching (Vol. 50, pp. 99-118). New York: Springer.
Andrews, P. (2007). Mathematics teacher typologies or nationally located patterns of behaviour. International Journal of Educational Research, 46(5), 306–318.
Andrews, P. (2009). Mathematics teachers’ didactic strategies: Examining the comparative potential of low inference generic descriptors. Comparative Education Review, 53(4), 557-581.
Andrews, P., & Hatch, G. (2000). A comparison of Hungarian and English teachers’ conceptions of mathematics and its teaching. Educational Studies in Mathematics, 43(1), 31–64.
Atweh, B., & Clarkson, P. (2001). Internationalization and Globalization of Mathematics Education: Toward an Agenda for Research/Action. In B. Atweh, H. Forgasz, & B. Nerbes (Eds.), Sociocultural research on mathematics education: an international perspective (pp. 77-94). London: Laurence Erlbaum Associates.
Bauml, M. (2009). Examining the unexpected sophistication of preservice teachers’ beliefs about the relational dimensions of teaching. Teaching and Teacher Education, 25(6), 902-908.
Beswick, K. (2005). The beliefs/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39-68.
Bishop, A. J. (1988). Mathematics education in its cultural context. Educational Studies in Mathematics, 19(2), 179–191.
Burghes, D. (2011). International comparative study in mathematics teacher training: Enhancing the training of teachers of mathematics. Centre for Innovation in Mathematics Teaching, United Kingdom.
Chapman, O. (2003). Belief structure and inservice high school mathematics teacher growth. In G. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: a hidden variable in mathematics education? (pp. 177–193). Springer.
Cohen, D. K. (1990). A revolution in one classroom: The case of Mrs Oublier. Educational evaluation and policy analysis, 12(3), 311-329.
Cooney, T. J. (1985). A beginning teacher’s view of problem solving. Journal for Research in Mathematics Education, 16(5), 324–336.
Cooney, T. J., Shealy, B. E., & Arvold, B. (1998). Conceptualizing belief structures of preservice secondary mathematics teachers. Journal for Research in Mathematics Education, 29(3), 306–333.
Correa, C. A., Perry, M., Sims, L. M., Miller, K. F., & Fang, G. (2008). Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics. Teaching and Teacher Education, 24(1), 140–153.
Erez, M., & Gati, E. (2004). A dynamic, multi-level model of culture: From the micro level of the individual to the macro level of a global culture. Applied Psychology, 53(4), 583–598.
Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13–33.
Fairbrother, G. (2007). Quantitative and Qualitative Approaches to Comparative Education. In M. Bray, B. Adamson, & M. Mason (Eds.), Comparative Education Research. Approaches and Methods (pp. 39-62). Springer.
File, N., & Gullo, D. F. (2002). A comparison of early childhood and elementary education students’ beliefs about primary classroom teaching practices. Early Childhood Research Quarterly, 17(1), 126–137.
Freeman, D. J., & Porter, A. C. (1989). Do textbooks dictate the content of mathematics instruction in elementary schools? American Educational Research Journal, 26(3), 403.
Gerdes, P. (1998). On culture and mathematics teacher education. Journal of Mathematics Teacher Education, 1(1), 33–53.
Gerdes, P. (2010). Exploration of technologies, emerging from African cultural practices, in mathematics (teacher) education. ZDM, 42(1), 11–17.
Givvin, K. B., Hiebert, J., Jacobs, J. K., Hollingsworth, H., & Gallimore, R. (2005). Are there national patterns of teaching? Evidence from the TIMSS 1999 video study. Comparative Education Review, 49(3), 311–343.
Grant, N. (2000). Tasks for comparative education in the new millennium. Comparative Education, 36(3), 309–317.
Hallam, S. & Ireson, J. (2007). Secondary school pupils’ satisfaction with their ability grouping placements. British Educational Research Journal, 33(1), 27-45.
Handal, B. (2003). Teachers’ mathematical beliefs: A review. The Mathematics Educator, 13(2), 47–57.
Handal, B., & Herrington, A. (2003). Mathematics teachers’ beliefs and curriculum reform. Mathematics Education Research Journal, 15(1), 59–69.
Hiebert, J., & Stigler, J.W. (2000). A proposal for improving classroom teaching: Lessons from the TIMSS Video Study. The Elementary School Journal, 101(1), 3-20.
Hofstede, G. (1983). The cultural relativity of organizational practices and theories. Journal of international business studies, 14(2), 75–89.
Ingvarson, L., Schwille, J., Tatto, M.T., Rowley, G., Peck, R., & Senk, S.L. (2013). An analysis of teacher education context, structure, and quality-assurance arrangements in TEDS-M countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: IEA.
Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of educational research, 62(2), 129-169.
Kulik, J. A. (1993). An analysis of the research on ability grouping (pp. 1-4). The National Research Center on the Gifted and Talented.
Kvale, S., & Brinkmann, S. (2009). InterViews: Learning the craft of qualitative research interviewing. London: SAGE Publications.
Leung, F. K. (1995). The mathematics classroom in Beijing, Hong Kong and London. Educational Studies in Mathematics, 29(4), 297–325.
Leung, F. K. (2002). In search of an East Asian identity in mathematics education. Educational Studies in Mathematics, 47(1), 35–51.
Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. New Jersey: Lawrence Erlbaum Associates.
Mason, J. (2004). Are beliefs believable? Mathematical Thinking and Learning, 6(3), 343-351.
Middleton, J. A. (1999). Curricular influences on the motivational beliefs and practices of two middle school mathematics teachers: A follow-up study. Journal for Research in Mathematics Education, 30(3), 349-358.
Miles, K. H., & Darling-Hammond, L. (1998). Rethinking the allocation of teaching resources: Some lessons from high-performing schools. Educational Evaluation and Policy Analysis, 20(1), 9-29.
Mullis, I., Martin, M., & Foy, P. (2008). TIMSS 2007 International Mathematics Report: Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center.
Mullis, I., Martin, M., Gonzalez, E., & Chrostowski, S. (2004). TIMSS 2003 International Mathematics Report: Findings From IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center.
Ng, W., Nicholas, H., & Williams, A. (2010). School experiences influences on pre-service teachers’ evolving beliefs about effective teaching. Teaching and Teacher Education, 26(2), 278-289.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550–576.
Schmidt, W.H. et al. (1996). Characterizing pedagogical flow. Dordrecht: Kluwer.
Schoenfeld, A. H. (2000). Models of the Teaching Process. Journal of Mathematical Behavior, 18(3), 243-261.
Skott, J. (2001). The emerging practices of a novice teacher: The roles of his school mathematics images. Journal of Mathematics Teacher Education, 4(3), 3-28.
Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom. New York: Free press.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (1998). London: SAGE Publications.
Thompson, A. G. (1984). The relationship of teachers’ conceptions of mathematics and mathematics teaching to instructional practice. Educational studies in mathematics, 15(2), 105–127.
Toll, C. A., Nierstheimer, S. L., Lenski, S. D., & Kolloff, P. B. (2004). Washing Our Students Clean. Internal Conflicts in Response to Preservice Teachers’ Beliefs and Practices. Journal of Teacher Education, 55(2), 164-176.
Törner, G. (2002). Mathematical Beliefs - A Search for a Common Ground: Some Theoretical Considerations on Structuring Beliefs, Some Research Questions, and Some Phenomenological Observations. In G. Leder, E. Pehkonen, & G. Torner (Eds.), Beliefs: a hidden variable in mathematics education? (pp. 73–94). Springer.
von Glasersfeld, E. (2001). The radical constructivist view of science. Foundations of Science, 6(1), 31–43.
Wong, K. Y., Taha, Z. B., & Veloo, P. (2001). Situated sociocultural mathematics education: Vignettes from Southeast Asian practices. In B. Atweh, H. Forgasz, & B. Nerbes (Eds.), Sociocultural research on mathematics education: an international perspective (pp. 113-134). London: Laurence Erlbaum Associates.
