Do Preservice Elementary Mathematics Teachers’ Beliefs Matter? An Empirical Study From a Large-Scale Data Set

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: How Beliefs Shape Teaching Effectiveness (Table 11)

Abstract

In this study, we conducted a two-part investigation by exploring US elementary pre-service mathematics teachers’ belief cluster profiles based on five dimensions and then examined whether preservice teachers’ mathematics content knowledge, mathematics pedagogical content knowledge, and perceptions about their teacher preparation differed by belief clusters. Drawing on the data of N=1,501 US elementary preservice mathematics teachers extracted from the 2008 TEDS-M data sets, results yielded three distinct belief cluster profiles and found that elementary preservice teachers’ mathematics content knowledge, mathematics pedagogical content knowledge, and perceptions about their preparedness differed among these cluster profiles.

Authors

• Zhanxia Yang, Ithaca College

• Raymond Flores, Texas Tech University

• Guoxiang Wang, UTPB STEM Academy