Universität zu Köln

Yang, Xinrong, Kaiser, Gabriele, Koenig, Johannes and Bloemeke, Sigrid (2020). Relationship between pre-service mathematics teachers' knowledge, beliefs and instructional practices in China. ZDM-Math. Educ., 52 (2). S. 281 - 295. HEIDELBERG: SPRINGER HEIDELBERG. ISSN 1863-9704

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Abstract

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.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Yang, Xinrong UNSPECIFIED UNSPECIFIED UNSPECIFIED Kaiser, Gabriele UNSPECIFIED UNSPECIFIED UNSPECIFIED Koenig, Johannes UNSPECIFIED UNSPECIFIED UNSPECIFIED Bloemeke, Sigrid UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-345013
DOI:	10.1007/s11858-020-01145-x
Journal or Publication Title:	ZDM-Math. Educ.
Volume:	52
Number:	2
Page Range:	S. 281 - 295
Date:	2020
Publisher:	SPRINGER HEIDELBERG
Place of Publication:	HEIDELBERG
ISSN:	1863-9704
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language GENERAL PEDAGOGICAL KNOWLEDGE; PROFESSIONAL COMPETENCE; CLASSROOM; DISCOURSE; ATTITUDES; SHANGHAI; QUALITY; SEOUL Multiple languages Education & Educational Research Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/34501