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The Beliefs and Conceptions of Elementary Preservice Teachers
Unformatted Document Text:  THE BELIEFS AND CONCEPTIONS OF ELEMENTARY PRESERVICE TEACHERS Kelly McCormick Indiana University ## email not listed ## Ayfer Kapusuz Indiana University ## email not listed ## Misfer Al-Salouli Indiana University ## email not listed ## [Abstract] Research suggests a strong relationship between what teachers believe about mathematics and teaching mathematics and the way they teach. However, we know very little about the nature of the relationship between teachers’ beliefs and what they know about mathematics and how to teach it. For the past several years, we have been conducting research concerning the mathematics beliefs and conceptions of preservice elementary teachers. In this paper, we report on some of the general beliefs and conceptions of preservice teachers and those of mathematics specialists and non-traditional preservice teachers. A substantial body of research suggests a strong relationship between teachers’ beliefs and their teaching practices (Ma, 1999; Foss & Kleinsasser, 2001; Thompson, 1984, 1992; Wilson & Cooney, 2002). However, relatively little is known about the relationship between teachers’ beliefs and their knowledge. Since the nature of teachers’ beliefs about learning, teaching, and mathematical knowledge affects their instructional decision-making, it should therefore continue to be an integral part of research. The overall aim of this paper is to report on research we have been conducting over the past several years concerning the mathematics beliefs and conceptions of 716 preservice elementary teachers. Specifically, in the paper we focus on three questions: ƒ What conceptions of mathematics and of mathematics teaching and learning do elementary preservice teachers bring to teacher education programs? ƒ What does taking more mathematics mean for preservice teachers’ beliefs about mathematics and teaching mathematics? ƒ What mathematics beliefs and conceptions specifically do nontraditional students bring to teacher education programs? The question about the amount of mathematics studied by teachers is particularly important in the preparation of elementary preservice teachers. Therefore, in addition to identifying preservice teachers’ beliefs and conceptions, we have also been comparing the beliefs and conceptions of preservice teachers who had taken the minimum amount of required mathematics with those who had chosen to take an additional five or more courses of university mathematics above the minimum required for teacher certification. The study also looked at the relationship between the number of mathematics courses

Authors: McCormick, Kelly., Kapusuz, Ayfer. and AlSalouli, Misfer.
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THE BELIEFS AND CONCEPTIONS OF ELEMENTARY PRESERVICE
TEACHERS
Kelly McCormick
Indiana University
## email not listed ##
Ayfer Kapusuz
Indiana University
## email not listed ##
Misfer Al-Salouli
Indiana University
## email not listed ##
[Abstract] Research suggests a strong relationship between what teachers believe about
mathematics and teaching mathematics and the way they teach. However, we know very
little about the nature of the relationship between teachers’ beliefs and what they know
about mathematics and how to teach it. For the past several years, we have been
conducting research concerning the mathematics beliefs and conceptions of preservice
elementary teachers. In this paper, we report on some of the general beliefs and
conceptions of preservice teachers and those of mathematics specialists and non-
traditional preservice teachers.
A substantial body of research suggests a strong relationship between teachers’
beliefs and their teaching practices (Ma, 1999; Foss & Kleinsasser, 2001; Thompson,
1984, 1992; Wilson & Cooney, 2002). However, relatively little is known about the
relationship between teachers’ beliefs and their knowledge. Since the nature of teachers’
beliefs about learning, teaching, and mathematical knowledge affects their instructional
decision-making, it should therefore continue to be an integral part of research.
The overall aim of this paper is to report on research we have been conducting over
the past several years concerning the mathematics beliefs and conceptions of 716
preservice elementary teachers. Specifically, in the paper we focus on three questions:
ƒ What conceptions of mathematics and of mathematics teaching and learning do
elementary preservice teachers bring to teacher education programs?
ƒ What does taking more mathematics mean for preservice teachers’ beliefs about
mathematics and teaching mathematics?
ƒ What mathematics beliefs and conceptions specifically do nontraditional students
bring to teacher education programs?
The question about the amount of mathematics studied by teachers is particularly
important in the preparation of elementary preservice teachers. Therefore, in addition to
identifying preservice teachers’ beliefs and conceptions, we have also been comparing
the beliefs and conceptions of preservice teachers who had taken the minimum amount of
required mathematics with those who had chosen to take an additional five or more
courses of university mathematics above the minimum required for teacher certification.
The study also looked at the relationship between the number of mathematics courses


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