Using the history of mathematics to induce changesin preservice teachers' beliefs and attitudes: insightsfrom evaluating a teacher education program

摘要

Abstract Scholars and teacher educators alike agree that teachers' beliefs and attitudestoward mathematics are key informants of teachers' instructional approaches. Therefore, ithas become clear that, in addition to enriching preservice teachers' (PSTs) knowledge,teacher education programs should also create opportunities for prospective teachers todevelop productive beliefs and attitudes toward teaching and learning mathematics. Thisstudy explored the effectiveness of a mathematics preparatory program based on the historyof mathematics that aimed at enhancing PSTs' epistemological and efficacy beliefs andtheir attitudes toward mathematics. Using data from a questionnaire administered fourtimes, the study traced the development of 94 PSTs' beliefs and attitudes over a period of2 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 oppositedirection to that expected. Differences were also found in the development of the PSTs'beliefs and attitudes according to their mathematical background. The data yielded fromsemi-structured follow-up interviews conducted with a convenience sample of PSTs largelycorroborated the quantitative data and helped explain some of these changes. We discussthe effectiveness of the program considered herein and draw implications for the design ofteacher education programs grounded in the history of mathematics.