Changes to preservice elementary teachers’ beliefs about mathematics and the teaching and learning of mathematics: How and why?

Abstract

Changing the beliefs of preservice teachers is a prominent topic in mathematics education. In this paper, we present the results of a study that focuses on the changes in preservice elementary-school teachers’ beliefs during a method course and use the theory of conceptual change to explore the mechanisms that underlie these changes. The results indicate not only that broad changes are possible, but also that they happen as a result of juxtaposing their lived experiences as K-12 students with their current experiences as students immersed in a course designed around problem-solving. In this regard, the results also indicate that their beliefs about mathematics change differently from their beliefs about the teaching and learning of mathematics. The conclusions pose some important questions for future research and further discussion.