TY  - JOUR
TT  - STRUCTURAL MODEL OF BELIEFS, CONCEPTUAL KNOWLEDGE AND EXPERIENCE AMONG TRAINEE MATHEMATICS TEACHERS
AU  - Adnan, Mazlini
AU  - Zakarıa, Effandi
PY  - 2016
DA  - May
JF  - The Eurasia Proceedings of Educational and Social Sciences
JO  - EPESS
PB  - ISRES Publishing
WT  - DergiPark
SN  - 2587-1730
SP  - 205
EP  - 209
VL  - 4
KW  - Beliefs
KW  - conceptual knowledge
KW  - experience
KW  - trainee mathematics teachers
N2  - Beliefs,conceptual knowledge and experience play important roles in enhancing thequality and effectiveness of the teaching and learning of mathematics. As such,this study is conducted with the aim of profiling three main constructs, namelybeliefs, conceptual knowledge and experience among trainee mathematicsteachers. The study is also intended to produce a measurement model of theseconstructs and subsequently a structural model that incorporates all the hiddenand observed variables. 317 trainee teachers from six Higher EducationInstitutions (HEIs) (public universities) were randomly selected to participatein this study. Beliefs, conceptual knowledge and experience are measured usingmathematical beliefs questionnaire (MBQ), mathematical experience questionnaire(MEQ) and a test of conceptual knowledge (TCK), focusing on the topic offractions. The structural model shows that there is a weak correlation betweenmathematical beliefs and mathematical experience; a very weak correlationbetween conceptual knowledge and mathematical beliefs; and a very weakcorrelation between conceptual knowledge and mathematical experience. Inaddition, SEM analysis shows that there is a significant contribution of thefour variables on the mathematics beliefs of the trainee teachers. Furthermore,regression coefficient of mathematics content knowledge experience of the respondents isthe highest among regression coefficients of the predictor variables.
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UR  - https://dergipark.org.tr/en/pub/epess/issue//334036
L1  - https://dergipark.org.tr/en/download/article-file/334049
ER  -