Initiating change on pre-service teachers' beliefs in a reflexive problem solving course.

Autor/inn/en	Bernack, Carola; Holzäpfel, Lars; Leuders, Timo; Renkl, Alexander
Titel	Initiating change on pre-service teachers' beliefs in a reflexive problem solving course.
Quelle	Aus: Kislenko, Kirsti (Hrsg.): Current state of research on mathematical beliefs XVI. Proceedings of the MAVI-16 Conference, June 26-29, 2010, Tallinn, Estonia. Tallinn: Institute of Mathematics and Natural Sciences, Tallinn University (2011) S. 27-42 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-9949-463-79-4
Schlagwörter	Quantitative Forschung; Lehrer; Lehrerausbildung; Mathematik; Mathematische Kompetenz; Professionalisierung; Deutschland
Abstract	As a result of German pre-service teacher training you can usually observe a static view on mathematics which comes along with a teaching based on rote learning. A possibility to influence the pre-service teachers' views on mathematics and to improve their competences is to establish reflexive problem solving courses which imply journal writing. The research project 'Mathematics teachers as researchers' is looking into the effects of such a course. This article will give an insight into first quantitative results of the pilot study which shows a change in the students' beliefs towards 'Mathematics as a process'. An additional qualitative analysis of written reflections regarding the change of beliefs reveals which beliefs are central in students' perception after the course and in which domains it offers possibilities to change. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/3