"Library to Courtroom": Influence of Problem-Solving and Refutation Texts on Preservice Teachers' Math-Related Beliefs

• In Event: Novice Mathematics Teacher Learning, Practice, and Identity

Abstract

Research has identified a reciprocal relationship between beliefs and behavior. However, questions remain about which is a stronger driver of the other. Specifically, should we target beliefs directly to change them? or will changes in behavior trigger beliefs modification? Both theoretical perspectives have shown some success. Thus, we investigated the influence of a combination of strategies aligned with both these approaches on 14 Ghanaian PSTs’ mathematics-related beliefs. Over 8 weeks, PSTs read and reflected on refutation texts and participated in a problem-solving course. We observed shifts in the percentage of PSTs espousing reform-oriented beliefs over an 8-week period, although these beliefs did not always cohere, suggesting that combining strategies may be a fruitful pathway forward to modifying teachers’ math-related beliefs.

Authors

• Dionne Cross Francis, University of North Carolina - Chapel Hill
  Presenting Author

• Pavneet Kaur Bharaj, California State University - Bakersfield
  Presenting Author

• Kathryn Habib, University of North Carolina - Chapel Hill
  Presenting Author

• Anna Hinden, University of North Carolina - Chapel Hill
  Presenting Author

• Ji Y. Hong, University of Arizona
  Presenting Author