Pre-service Mathematics Teachers' Professional Self-Esteem and Beliefs about the Nature of Mathematics

Year 2021, Volume: 15 Issue: 2, 363 - 382, 31.12.2021

Dilşad Güven Akdeniz Nejla Gürefe

https://doi.org/10.17522/balikesirnef.1020701

Abstract

This study aims to examine the professional self-esteem of pre-service primary school mathematics teachers in the context of their beliefs about the nature of mathematics. The study has a quantitative design and 220 pre-service mathematics teachers voluntarily participated in the study. In the data analysis of this study based on a quantitative research design, independent samples t-test, one-way ANOVA and multiple regression analyzes were performed and the Pearson correlation coefficient was determined. According to the findings of the study, professional self-esteem and belief about the mathematics' nature are not affected by gender and grade level. In addition, professional self-esteem of the pre-service teachers who believe that mathematics is a branch of science open to exploration, knowledge generation, and related to other sciences and daily life, may be said to be higher-positive than the professional self-esteem of the pre-service mathematics teachers who perceive mathematics as a set of unrelated concepts and formulas or believe that mathematics is a deductive and precise body of knowledge.

Keywords

professional self-esteem, beliefs on the nature of mathematics, pre-service mathematics teachers

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