The relationship between pre-service elementary school mathematics teachers’ beliefs about epistemology of mathematics, teaching and learning, and mathematics assessment

Kimura Patar Tamba, Wiputra Cendana

Abstract


This study aims to examine the relationship between epistemological beliefs, teaching-learning beliefs and assessment beliefs in mathematics education. This research is a quantitative study with a correlational study. Data collection using the survey method with a cross-sectional design. The participants were 71 pre-service elementary school  , mathematics teachers. The data on beliefs were collected through means of a questionnaire. The data collected from the questionnaire were then analyzed quantitatively through descriptive and inferential statistics. Descriptive statistics utilizes the mean value, maximum value, and standard deviation values. Inferential statistics use the product-moment correlation as well as path analysis. The research results show that there is a positive and significant correlation between static and dynamic beliefs on epistemology of mathematics, and the constructivist beliefs on mathematics teaching and learning, with the productive beliefs on mathematics assessment. In addition, there is seen to be a functional influence between both epistimological beliefs (both static and dynamic), as well as beliefs on teaching and learning (constructivist) and beliefs about mathematic assessment (productive). The results of this research signify the importance of considering one’s beliefs about the epistemology of mathematics and mathematics teaching and learning when constructing their beliefs regarding mathematics assessment.


Keywords


assessment beliefs; epistemological beliefs; teaching and learning beliefs

Full Text:

PDF

References


Andrews, S. E., Runyon, C., & Aikens, M. L. (2017). The math-biology values instrument: Development of a tool to measure life science majors’ task values of using math in the context of biology. CBE Life Sciences Education, 16(3), 1–12. https://doi.org/10.1187/cbe.17-03-0043

Beswick, K. (2012). Teachers’ beliefs about school mathematics and mathematicians’ mathematics and their relationship to practice. Educational Studies in Mathematics, 79(1), 127–147. https://doi.org/10.1007/s10649-011-9333-2

Brown, G. T. L. (2006). Teachers’ Conceptions of Assessment: Validation of an Abridged Version. Psychological Reports, 99(1), 166–170. https://doi.org/https://doi.org/10.2466/pr0.99.1.166-170

Brown, G. T. L., & Gao, L. (2015). Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes. Cogent Education, 2(1), 1–19. https://doi.org/10.1080/2331186X.2014.993836

Brown, G. T. L., & Hirschfeld, G. H. F. (2007). Students’ conceptions of assessment and mathematics: Self-regulation raises achievement. Australian Journal of Educational and Developmental Psychology, 7(1), 63–74.

Brown, G. T. L., & Remesal, A. (2012). Prospective Teachers’ Conceptions of Assessment: A Cross-Cultural Comparison. The Spanish Journal of Psychology, 15(1), 75–89. https://doi.org/10.5209/rev_sjop.2012.v15.n1.37286

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). New York, NY: Routledge.

Dixon, H., & Haigh, M. (2009). Changing mathematics teacher’s conceptions of assessment and feedback. Teacher Development, 13(2), 173–186. https://doi.org/10.1080/13664530903044002

Döhrmann, M., Kaiser, G., & Blömeke, S. (2012). The conceptualisation of mathematics competencies in the international teacher education study TEDS-M. ZDM - International Journal on Mathematics Education, 44(3), 325–340. https://doi.org/10.1007/s11858-012-0432-z

Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics teaching: The state of the art. New York: The Falmer Press.

Felbrich, A., Kaiser, G., & Schmotz, C. (2012). The cultural dimension of beliefs: an investigation of future primary teachers’ epistemological beliefs concerning the nature of mathematics in 15 countries. ZDM - International Journal on Mathematics Education, 44(3), 355–366. https://doi.org/10.1007/s11858-012-0418-x

Lui, A. M., & Bonner, S. M. (2016). Preservice and inservice teachers’ knowledge, beliefs, and instructional planning in primary school mathematics. Teaching and Teacher Education, 56(1), 1–13. https://doi.org/10.1016/j.tate.2016.01.015

Martínez-Sierra, G., García-García, J., Valle-Zequeida, M., & Dolores-Flores, C. (2020). High School Mathematics Teachers’ Beliefs About Assessment in Mathematics and the Connections to Their Mathematical Beliefs. International Journal of Science and Mathematics Education, 18(3), 485–507. https://doi.org/10.1007/s10763-019-09967-2

NCTM. (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, Virginia: The National Council of Teachers of Mathematics, Inc.

Nisbet, S., & Warren, E. (2000). Primary School Teachers’ Beliefs Relating to Mathematics, Teaching and Assessing Mathematics and Factors that Influence these Beliefs. Mathematics Teacher Education and Development, 2(1), 34–47.

Purnomo, Y. W. (2017). The Complex Relationship between Teachers ’ Mathematics-related Beliefs and their Practices in Mathematics Class The complex Relationship between Teachers ’ Mathematics-related Beliefs and Their Practices in Mathematics Class. The New Educational Review, 47(1), 1–12. https://doi.org/10.15804/tner.2017.47.1.16

Purnomo, Y. W., Aziz, T. A., Pramudiani, P., Darwis, S., & Suryadi, D. (2018). Potential characteristics that relate to teachers mathematics-related beliefs. Journal of Physics: Conference Series, 948(1), 0–8. https://doi.org/10.1088/1742-6596/948/1/012062

Purnomo, Yoppy Wahyu, Suryadi, D., & Darwis, S. (2016). Examining pre-service elementary school teacher beliefs and instructional practices in mathematics class. International Electronic Journal of Elementary Education, 8(4), 629–642.

Suurtamm, C., Thompson, D. R., Kim, R. Y., Moreno, L. D., Sayac, N., Schukajlow, S., Silver, E., Ufer, S., & Vos, P. (2016b). Assessment in Mathematics Education: Large-Scale Assesment and Classroom Assessment. Cham: Springer. https://doi.org/10.1007/978-3-319-32394-7

Tamba, K. P., Cendana, W., & Pratiwi, J. (2020). Keyakinan Epistemologis dan Belajar-Mengajar Matematika Calon Guru Matematika Sekolah Dasar. Jurnal Basicedu, 5(1), 65–76. https://doi.org/https://doi.org/10.31004/basicedu.v5i1.573

Tang, S. J., & Hsieh, F. J. (2014). The cultural notion of teacher education: Future lower secondary teachers’ beliefs on the nature of mathematics, the learning of mathematics and mathematics achievement. In S. Blömeke, F. J. Hsieh, G. Kaiser, & W. Schmidt (Eds.), The Conceptualisation of Mathematics Competencies in the International Teacher Education Study TEDS-M (pp. 231–253). New York: Springer. https://doi.org/10.1007/978-94-007-6437-8_20

Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Policy, practice, and readiness to teach primary and secondary mathematics. Conceptual framework. East Lansing: Teacher Education and Development International Study Center, College of Education, Michigan State University.

Worthington, R. L., & Whittaker, T. A. (2006). Scale Development Research: A Content Analysis and Recommendations for Best Practices. The Counseling Psychologist, 34(6), 806–838. https://doi.org/10.1177/0011000006288127

Xenofontos, C. (2018). Greek-Cypriot elementary teachers ’ epistemological beliefs about. Teaching and Teacher Education, 70(1), 47–57. https://doi.org/10.1016/j.tate.2017.11.007

Yang, X., Kaiser, G., König, J., & Blömeke, S. (2020). Relationship between pre ‑ service mathematics teachers ’ knowledge , beliefs and instructional practices in China. ZDM, 52(2), 281–294. https://doi.org/10.1007/s11858-020-01145-x

Yuli, T., Siswono, E., Wachidul, A., & Hartono, S. (2019). Examining Teacher Mathematics-related Beliefs and Problem-solving Knowledge for Teaching : Evidence from Indonesian Primary and Secondary Teachers. International Electronic Journal of Elementary Education, 11(5), 493–506. https://doi.org/10.26822/iejee.2019553346


Article Metrics

Abstract has been read : 667 times
PDF file viewed/downloaded: 0 times


DOI: http://doi.org/10.25273/pe.v11i1.8311

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran


Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran published by UNIVERSITAS PGRI MADIUN.

View Premiere Educandum Stats