Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

Using the History of Mathematics to Induce Changes in Preservice Teachers' Beliefs and Attitudes: Insights from Evaluating a Teacher Education Program

Charalambos Y. Charalambous, Areti Panaoura and George Philippou
Educational Studies in Mathematics
Vol. 71, No. 2 (Jun., 2009), pp. 161-180
Published by: Springer
Stable URL: http://www.jstor.org/stable/40284592
Page Count: 20
  • Download ($43.95)
  • Cite this Item
Using the History of Mathematics to Induce Changes in Preservice Teachers' Beliefs and Attitudes: Insights from Evaluating a Teacher Education Program
Preview not available

Abstract

Scholars and teacher educators alike agree that teachers' beliefs and attitudes toward mathematics are key informants of teachers' instructional approaches. Therefore, it has become clear that, in addition to enriching preservice teachers' (PSTs) knowledge, teacher education programs should also create opportunities for prospective teachers to develop productive beliefs and attitudes toward teaching and learning mathematics. This study explored the effectiveness of a mathematics preparatory program based on the history of mathematics that aimed at enhancing PSTs' epistemological and efficacy beliefs and their attitudes toward mathematics. Using data from a questionnaire administered four times, the study traced the development of 94 PSTs' beliefs and attitudes over a period of 2 years. The analysis of these data showed changes in certain dimensions of the PSTs' beliefs and attitudes; however, other dimensions were found to change in the opposite direction to that expected. Differences were also found in the development of the PSTs' beliefs and attitudes according to their mathematical background. The data yielded from semi-structured follow-up interviews conducted with a convenience sample of PSTs largely corroborated the quantitative data and helped explain some of these changes. We discuss the effectiveness of the program considered herein and draw implications for the design of teacher education programs grounded in the history of mathematics.

Page Thumbnails

  • Thumbnail: Page 
[161]
    [161]
  • Thumbnail: Page 
162
    162
  • Thumbnail: Page 
163
    163
  • Thumbnail: Page 
164
    164
  • Thumbnail: Page 
165
    165
  • Thumbnail: Page 
166
    166
  • Thumbnail: Page 
167
    167
  • Thumbnail: Page 
168
    168
  • Thumbnail: Page 
169
    169
  • Thumbnail: Page 
170
    170
  • Thumbnail: Page 
171
    171
  • Thumbnail: Page 
172
    172
  • Thumbnail: Page 
173
    173
  • Thumbnail: Page 
174
    174
  • Thumbnail: Page 
175
    175
  • Thumbnail: Page 
176
    176
  • Thumbnail: Page 
177
    177
  • Thumbnail: Page 
178
    178
  • Thumbnail: Page 
179
    179
  • Thumbnail: Page 
180
    180