A quantitative study of the effects of informal mathematics activities on the beliefs of preservice elementary school teachers

摘要

This study sought to determine the relationship between participation in informal mathematics activities and the formal-to-informal beliefs of university teacher candidates in elementary education. Three classes of preservice teachers participated in the study through their enrollment in a content mathematics course for elementary education majors. Four informal mathematics activities were employed as part of the course requirements. Before and after formal-to-informal beliefs about mathematics and mathematics instruction were measured using a Likert-scale beliefs assessment instrument used by Collier (J Res Math Educ 3(3):155–163, 1972) and Seaman et al. (School Sci Math 105(4):197–210, 2005). Changes in beliefs about mathematics and mathematics instruction were compared to a control group. Student reflection upon personal experience derived from participation in the activities was analyzed for formal and informal belief statements.