Relationship between pre-service mathematics teachers' knowledge, beliefs and instructional practices in China

被引：41
|
作者：
Yang, Xinrong [1 ]
Kaiser, Gabriele [2 ,3 ]
Koenig, Johannes [4 ]
Bloemeke, Sigrid [5 ]
机构：
[1] Southwest Univ, 2 Tiansheng Rd, Chongqing 400715, Peoples R China
[2] Univ Hamburg, Von Melle Pk 8, D-20146 Hamburg, Germany
[3] Australian Catholic Univ, Fitzroy, Vic, Australia
[4] Univ Cologne, Gronewaldstr 2a, D-50931 Cologne, Germany
[5] Univ Oslo, Ctr Educ Measurement, Postboks 1161, N-0318 Oslo, Norway
来源：
ZDM-MATHEMATICS EDUCATION | 2020年 / 52卷 / 02期
关键词：
Mathematics content knowledge; Mathematics pedagogical content knowledge; Beliefs; Instructional practice; GENERAL PEDAGOGICAL KNOWLEDGE; PROFESSIONAL COMPETENCE; CLASSROOM; ATTITUDES; QUALITY;
D O I：
10.1007/s11858-020-01145-x
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In this paper we examine the relationship between teachers' knowledge, beliefs and instructional practices based on a study with 495 Chinese pre-service mathematics teachers. The results indicate that Chinese pre-service mathematics teachers tend to hold mixed beliefs about the nature of mathematics, and a constructivist view about mathematics teaching and learning, and that they are inclined to report that their teaching is inquiry-oriented. Mathematical content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) were found not to correlate with the teachers' self-reported instructional practice, in contrast to pre-service mathematics teachers' beliefs, which showed a stronger association with their self-reported inquiry-oriented instructional practice. Moreover, pre-service teachers' dynamic beliefs about the nature of mathematics, and constructivist beliefs about mathematics teaching and learning, acted as mediators between pre-service mathematics teachers' MCK, MPCK and instructional practice respectively.
引用
收藏
页码：281 / 294
页数：14
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