Epistemological Beliefs as Curriculum Goals: A Case Study of Preservice Secondary Mathematics Teachers

• In Event: Moscone Center North Roundtable Session 9
  In Roundtable Session: Teacher Beliefs, Effective Teaching, and Student Learning Outcomes: What's the Connection?

Abstract

Beliefs about the nature of knowledge and knowing impact how teachers interpret and implement curriculum. They are increasingly included in curricula for mathematics teacher preparation. Research on beliefs and belief development primarily examines clusters of related beliefs as unit rather than individually assessing each belief in the cluster. This case-study of Israeli preservice mathematics teachers examines the extent to which they adopt epistemological beliefs expressed in state guidelines for teacher preparation. Beliefs are evaluated individually and as a cluster. They are assessed pre- and post-coursework to measure belief development. Results indicate that students may develop a desired belief cluster yet fail to adopt one or more individuated beliefs in the cluster. Implications for curriculum design are discussed.

Authors

• Tamara R. Lefcourt, Bar-Ilan University

• Linor Lea Hadar, Beit Berl College