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STRUCTURAL MODEL OF BELIEFS, CONCEPTUAL KNOWLEDGE AND EXPERIENCE AMONG TRAINEE MATHEMATICS TEACHERS

Year 2016, Volume: 4 , 205 - 209, 01.09.2016

Abstract

Beliefs,
conceptual knowledge and experience play important roles in enhancing the
quality and effectiveness of the teaching and learning of mathematics. As such,
this study is conducted with the aim of profiling three main constructs, namely
beliefs, conceptual knowledge and experience among trainee mathematics
teachers. The study is also intended to produce a measurement model of these
constructs and subsequently a structural model that incorporates all the hidden
and observed variables. 317 trainee teachers from six Higher Education
Institutions (HEIs) (public universities) were randomly selected to participate
in this study. Beliefs, conceptual knowledge and experience are measured using
mathematical beliefs questionnaire (MBQ), mathematical experience questionnaire
(MEQ) and a test of conceptual knowledge (TCK), focusing on the topic of
fractions. The structural model shows that there is a weak correlation between
mathematical beliefs and mathematical experience; a very weak correlation
between conceptual knowledge and mathematical beliefs; and a very weak
correlation between conceptual knowledge and mathematical experience. In
addition, SEM analysis shows that there is a significant contribution of the
four variables on the mathematics beliefs of the trainee teachers. Furthermore,
regression coefficient of mathematics content knowledge experience of the respondents is
the highest among regression coefficients of the predictor variables.

References

  • Aida Suraya Md. Yunus, Ramlah Hamzah & Habsah Ismail. (2008). Analisis kesilapan masalah-masalah berkaitan nombor perpuluhan dan pecahan bagi pelajar Tahun Lima sekolah rendah. Jurnal Pendidik dan Pendidikan, 12, 15-32. Anne, P. & Michael, C. (2006). An Investigation of Pre-service Secondary Mathematics teachers’ Beliefs as They Begin Their Teacher Training. Proceedings from:The 29th annual conference of the Mathematics Education Research Group of Australasia, Canberra. Adelaide: MERGA. Barlow, A. T. & Reddish, J. M. (2006). Mathematical myths: Teacher candidates’ beliefs and the implications for teacher educators. The Teacher Educator, 41, 145-157. Beijaard, D., Meijer, P.C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128. Byrne, B.M. (2010). Structural Equation Modelling with AMOS: Basic Concepts, Applications and Programming. 2nd Ed. New York: Taylor & Francis Group (LLC). Cai, J. (2005). U.S. and Chinese teachers’ constructing, knowing, and evaluating representations to teach mathematics. Mathematical Thinking and Learning an International Journal, 7(2), 135–169. Chua Yan Piaw. (2009). Statistik Penyelidikan Lanjutan II: ujian regresi, analisis faktor dan analisis SEM (Buku 5). Shah Alam: McGraw Hill (Malaysia). Curriculum Development Centre. (2004). Syllabus and Syllabus description. Retrieved June 29, 2011 from http://www.moe.gov.my/bpk/index.php?option=com_wrapper&Itemid=66. Ernest, P. (1989). The Knowledge, Beliefs and Attitudes of the Mathematics Teacher: A model. Journal of Education for Teaching: International Research and Pedagogy, 15(1), 13 – 33. Golafshani, N. (2004). Teachers' Conceptions of Mathematics and their Instructional Practices. Retrieved October 18, 2011 from http://people.exeter.ac.uk/PErnest/pome15/golafshani.pdf . Hair, J.F., Black, W.C., Babin, B.J., Anderson, R.E. & Tatham, R.L. (2006). Multivariate Data Analysis. Sixth Ed. New Jersey: Prentice Hall. Hair, J.F., Anderson, R.E., Tatham, R.L. & Black, W.C. (2010). Multivariate Data Analysis. Seventh Ed.. New Jersey: Prentice-Hall. Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406. Hongying Zheng. (2009). A Review of Research on EFL Pre-Service Teachers’ Beliefs and Practices. Journal of Cambridge Studies, 4 (1), 73-81. Kline, R.B. (2005). Principles and Practice of Structural Equation Modelling. 2nd Ed. NY and London: The Guilford Press. Liljedahl, P. (2005). Changing beliefs, changing intentions of practices: the re-education of preservice teachers of mathematics. 15th Study of the International Commission on Mathematics Instruction. Aguas de Lindoia, Brazil, May 2005. Llinares, S. (2000). Secondary school mathematics teacher’s professional knowledge: A case from the teaching of the concept of function. Teachers and Teaching: Theory and Practice, 6(1), 41–62. Lloyd, G. M. (2002). Reform-oriented curriculum implementation as a context for teacher development: An illustration from one mathematics teacher’s experience. Professional Educator, 24(2), 51–61. Marchionda, H. (2006). Preservice Teachers’ Procedural and Conceptual Understanding of Fractions and the Effects of Inquiry-Based Learning on this Understanding. Unpublished PhD Thesis. Clemson University. Noraini Idris. (2005). Pedagogi dalam Pendidikan Matematik. Kuala Lumpur: Utusan Publications and Distributors Sdn. Bhd. Quillen, A. M. (2004). Relationships among prospective elementary teachers’ beliefs about mathematics, mathematics content knowledge, and previous mathematics course experiences. Dissertation. Virginia Polytechnic Institute and State University. SCIRUS Document [13 May 2008]. Siti Mistima Maat. (2011). Hubungan antara kepercayaan matematik, amalan pengajaran dan pengetahuan pedagogi kandungan guru-guru matematik sekolah menengah. Unpublished PhD Thesis. Universiti Kebangsaan Malaysia. Siti Mistima & Effandi Zakaria. (2010). Hubungan antara kepercayaan matematik, amalan pengajaran dan pengetahuan pedagogi kandungan guru-guru matematik sekolah menengah. Proceedings from: Seminar Penyelidikan Siswazah UKM Jilid 5 2010, pg. 107-178. Wilcox-Herzog, A. (2002). Is There a Link Between Teachers’ Beliefs and Behaviors? Early Education and Development, 13(1), 82-106. Wilson, M. & Cooney, T.J. (2002). Mathematics Teacher Change and Development. The Role Of Beliefs. In. Leder, G. C. & Pehkonen, E. (Ed.), Beliefs: A Hidden Variable in Mathematics Education?, (pg. 127). Netherlands: Kluwer Academic Publishers. White, A.L., Way, J., Perry, B. & Southwell, B. (2006). Mathematical Attitudes, Beliefs and Achievement in Primary Pre-service Mathematics Teacher Education. Mathematics Teacher Education and Development. Mathematics Education Research Group of Australasia, 7, 33-52. Van Zoest, L.R. & Enyart, A. (1998). Discourse, of Course: Encouraging Genuine Mathematical Conversation. Mathematics Teaching in the Middle School, 4(3), 150-157. Villena-Diaz, R. (2005). Exploratory Investigation of the Beliefs and Practices of Elementary Mathematics Teachers of High and Low Performing Schools in Metro Manila. Proceedings from: ICMI Regional Conference-The Third East Asia Regional Conference on Mathematics Education 2005. Zulkifley Mohamed & Kamarulzaman Ibrahim. (2009). Pembolehubah pendam teguh dalam structural equation model kuasa dua terkecil separa. Jurnal Sains dan Matematik (JSM UPSI), 1(1), 45-58. Zainudin Hj Awang. (2010). Research Methodology for Business & Social Science. Shah Alam: University Publication Centre (UPENA). Universiti Teknologi Mara.
Year 2016, Volume: 4 , 205 - 209, 01.09.2016

Abstract

References

  • Aida Suraya Md. Yunus, Ramlah Hamzah & Habsah Ismail. (2008). Analisis kesilapan masalah-masalah berkaitan nombor perpuluhan dan pecahan bagi pelajar Tahun Lima sekolah rendah. Jurnal Pendidik dan Pendidikan, 12, 15-32. Anne, P. & Michael, C. (2006). An Investigation of Pre-service Secondary Mathematics teachers’ Beliefs as They Begin Their Teacher Training. Proceedings from:The 29th annual conference of the Mathematics Education Research Group of Australasia, Canberra. Adelaide: MERGA. Barlow, A. T. & Reddish, J. M. (2006). Mathematical myths: Teacher candidates’ beliefs and the implications for teacher educators. The Teacher Educator, 41, 145-157. Beijaard, D., Meijer, P.C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128. Byrne, B.M. (2010). Structural Equation Modelling with AMOS: Basic Concepts, Applications and Programming. 2nd Ed. New York: Taylor & Francis Group (LLC). Cai, J. (2005). U.S. and Chinese teachers’ constructing, knowing, and evaluating representations to teach mathematics. Mathematical Thinking and Learning an International Journal, 7(2), 135–169. Chua Yan Piaw. (2009). Statistik Penyelidikan Lanjutan II: ujian regresi, analisis faktor dan analisis SEM (Buku 5). Shah Alam: McGraw Hill (Malaysia). Curriculum Development Centre. (2004). Syllabus and Syllabus description. Retrieved June 29, 2011 from http://www.moe.gov.my/bpk/index.php?option=com_wrapper&Itemid=66. Ernest, P. (1989). The Knowledge, Beliefs and Attitudes of the Mathematics Teacher: A model. Journal of Education for Teaching: International Research and Pedagogy, 15(1), 13 – 33. Golafshani, N. (2004). Teachers' Conceptions of Mathematics and their Instructional Practices. Retrieved October 18, 2011 from http://people.exeter.ac.uk/PErnest/pome15/golafshani.pdf . Hair, J.F., Black, W.C., Babin, B.J., Anderson, R.E. & Tatham, R.L. (2006). Multivariate Data Analysis. Sixth Ed. New Jersey: Prentice Hall. Hair, J.F., Anderson, R.E., Tatham, R.L. & Black, W.C. (2010). Multivariate Data Analysis. Seventh Ed.. New Jersey: Prentice-Hall. Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406. Hongying Zheng. (2009). A Review of Research on EFL Pre-Service Teachers’ Beliefs and Practices. Journal of Cambridge Studies, 4 (1), 73-81. Kline, R.B. (2005). Principles and Practice of Structural Equation Modelling. 2nd Ed. NY and London: The Guilford Press. Liljedahl, P. (2005). Changing beliefs, changing intentions of practices: the re-education of preservice teachers of mathematics. 15th Study of the International Commission on Mathematics Instruction. Aguas de Lindoia, Brazil, May 2005. Llinares, S. (2000). Secondary school mathematics teacher’s professional knowledge: A case from the teaching of the concept of function. Teachers and Teaching: Theory and Practice, 6(1), 41–62. Lloyd, G. M. (2002). Reform-oriented curriculum implementation as a context for teacher development: An illustration from one mathematics teacher’s experience. Professional Educator, 24(2), 51–61. Marchionda, H. (2006). Preservice Teachers’ Procedural and Conceptual Understanding of Fractions and the Effects of Inquiry-Based Learning on this Understanding. Unpublished PhD Thesis. Clemson University. Noraini Idris. (2005). Pedagogi dalam Pendidikan Matematik. Kuala Lumpur: Utusan Publications and Distributors Sdn. Bhd. Quillen, A. M. (2004). Relationships among prospective elementary teachers’ beliefs about mathematics, mathematics content knowledge, and previous mathematics course experiences. Dissertation. Virginia Polytechnic Institute and State University. SCIRUS Document [13 May 2008]. Siti Mistima Maat. (2011). Hubungan antara kepercayaan matematik, amalan pengajaran dan pengetahuan pedagogi kandungan guru-guru matematik sekolah menengah. Unpublished PhD Thesis. Universiti Kebangsaan Malaysia. Siti Mistima & Effandi Zakaria. (2010). Hubungan antara kepercayaan matematik, amalan pengajaran dan pengetahuan pedagogi kandungan guru-guru matematik sekolah menengah. Proceedings from: Seminar Penyelidikan Siswazah UKM Jilid 5 2010, pg. 107-178. Wilcox-Herzog, A. (2002). Is There a Link Between Teachers’ Beliefs and Behaviors? Early Education and Development, 13(1), 82-106. Wilson, M. & Cooney, T.J. (2002). Mathematics Teacher Change and Development. The Role Of Beliefs. In. Leder, G. C. & Pehkonen, E. (Ed.), Beliefs: A Hidden Variable in Mathematics Education?, (pg. 127). Netherlands: Kluwer Academic Publishers. White, A.L., Way, J., Perry, B. & Southwell, B. (2006). Mathematical Attitudes, Beliefs and Achievement in Primary Pre-service Mathematics Teacher Education. Mathematics Teacher Education and Development. Mathematics Education Research Group of Australasia, 7, 33-52. Van Zoest, L.R. & Enyart, A. (1998). Discourse, of Course: Encouraging Genuine Mathematical Conversation. Mathematics Teaching in the Middle School, 4(3), 150-157. Villena-Diaz, R. (2005). Exploratory Investigation of the Beliefs and Practices of Elementary Mathematics Teachers of High and Low Performing Schools in Metro Manila. Proceedings from: ICMI Regional Conference-The Third East Asia Regional Conference on Mathematics Education 2005. Zulkifley Mohamed & Kamarulzaman Ibrahim. (2009). Pembolehubah pendam teguh dalam structural equation model kuasa dua terkecil separa. Jurnal Sains dan Matematik (JSM UPSI), 1(1), 45-58. Zainudin Hj Awang. (2010). Research Methodology for Business & Social Science. Shah Alam: University Publication Centre (UPENA). Universiti Teknologi Mara.
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Journal Section Articles
Authors

Mazlini Adnan This is me

Effandi Zakarıa This is me

Publication Date September 1, 2016
Published in Issue Year 2016 Volume: 4

Cite

APA Adnan, M., & Zakarıa, E. (2016). STRUCTURAL MODEL OF BELIEFS, CONCEPTUAL KNOWLEDGE AND EXPERIENCE AMONG TRAINEE MATHEMATICS TEACHERS. The Eurasia Proceedings of Educational and Social Sciences, 4, 205-209.