NOMAD 12(1), 2007. Primary school teachers’ beliefs about teaching mathematics

Skapad: 2007-04-17. Ändrad: 2007-04-17  

NOMAD 12(1), 2007. Primary school teachers’ beliefs about teaching mathematics

ANU PALU and EVE KIKAS

Abstract

The main aim of the study was to investigate the beliefs about the purposes and methods of teaching mathematics in primary school teachers with different teaching experience. The sample consisted of 103 practicing teachers and 26 pre-service teachers. It was shown that teachers with different teaching experience were concordant in their evaluations of the purposes of teaching mathematics – they evaluated the purpose of acquiring knowledge higher than the purpose of the development of personality. Also, all groups of teachers valued formalist teaching methods the least. However, teachers with different teaching experience held different beliefs about using traditional, formalist and social teaching methods.

Sammanfattning

Huvudsyftet med studien var att undersöka uppfattningar (beliefs) om syftet med och metoder för matematikundervisning hos grundskollärare (primary school teachers) med olika undervisningserfarenhet. Undersökningsgruppen bestod av 103 verksamma lärare och 26 lärarstuderande. Resultatet gav att lärarna, trots olika undervisningserfarenhet, var samstämmiga beträffande syftet med att undervisa i matematik – de värderade syftet att utveckla kunskaper högre än den personliga utvecklingen. Dessutom värderades formalistiska undervisningsmetoder lägst av samtliga. Däremot visade det sig att lärare med olika undervisningserfarenhet hade skilda uppfattningar beträffande traditionella, formalistiska och sociala undervisningsmetoder.

 

ANU PALU
Anu Palu (PhD student) is an assistant of the methodology of teaching mathematics. Main research interests: the primary school pupils’ knowledge in mathematics and its development.

EVE KIKAS
Eve Kikas (PhD in psychology) is a professor of pre- and primary school education. Main research interests: the influence of school education on the development of thinking; development of everyday, synthetic, and scientific concepts (basing on Vygotskian approach); adults’ (including teachers) thinking.