Analysis of Path Model Effect of Beliefs About The Nature of Mathematics on Beliefs About Teaching and Teacher Professional Characteristics Using PLS-SEM
Abstract
Beliefs about Beliefs about the nature of mathematics can impact teachers' confidence in teaching math and their professional development. A study with 187 elementary school teachers in Banda Aceh showed that these beliefs have a significant direct effect on increasing beliefs about teaching math but only a minimal direct effect on improving teachers' professional character. Beliefs about teaching act as an indirect-only mediation variable between beliefs about the nature of mathematics and teacher characteristics, suggesting a high and significant indirect effect. Further research is needed to confirm these results
Keywords
Full Text:
PDFReferences
Aljaberi, N. M., & Gheith, E. (2018). In-service mathematics teachers ’ beliefs about teaching , learning and nature of mathematics and their mathematics teaching practices. 7(5), 156–173. https://doi.org/10.5539/jel.v7n5p156
Alkhateeb, M. A. (2019). Teachers’ beliefs about the nature, teaching and learning of mathematics and sources of these beliefs. International Journal of Learning, Teaching and Educational Research, 18(11), 329–347.
https://www.ijlter.org/index.php/ijlter/article/view/1765
Aydın, M., Baki, A., Yıldız, C., & Köğce, D. (2010). Mathematics teacher educators’ beliefs about teacher role. Procedia - Social and Behavioral Sciences, 2(2), 5468–5473. https://doi.org/https://doi.org/10.1016/j.sbspro.2010.03.892
Beswick, K. (2012). Teachers’ beliefs about school mathematics and mathematicians’ mathematics and their relationship to practice. Educational Studies in Mathematics, 79(1), 127–147. https://doi.org/10.1007/s10649-011-9333-2
Çiftçi, S. K., & Karadag, E. (2019). Analysis of mathematics teachers’ beliefs on mathematics instruction and teaching self-efficiencies within the scope of flow theory. Annales Universitates Paedagogicae Cracoviensis. Studia Ad Didacticam Mathematicae Pertinentia, 11, 73–88. https://doi.org/10.24917/20809751.11.5
Clark, L. M., DePiper, J. N., Frank, T. J., Nishio, M., Campbell, P. F., Smith, T. M., Griffin, M. J., Rust, A. H., Conant, D. L., & Choi, Y. (2014). Teacher characteristics associated with mathematics teachers’ beliefs and awareness of their students’ mathematical dispositions. Journal for Research in Mathematics Education, 45(2), 246–284. https://doi.org/10.5951/jresematheduc.45.2.0246
Corkin, D. (2015). Antecedents of teachers’ educational beliefs about mathematics and mathematical knowledge for teaching among in-service teachers in high poverty urban schools. Australian Journal of Teacher Education, 40(9), 31–62. https://doi.org/10.14221/ajte.2015v40n9.3
Dede, Y., & Uysal, F. (2012). Examining Turkish pre-service elementary teachers’ beliefs about the nature and the teaching of mathematics. International Journal of Humanities and Social Science, 2(12), 125–135.
Ernest, P. (1994). The impact of beliefs on the teaching of mathematics. Association of Teachers of Mathematics. https://education.exeter.ac.uk
Felbrich, A., Müller, C., & Blömeke, S. (2008). Epistemological beliefs concerning the nature of mathematics among teacher educators and teacher education students in mathematics. ZDM, 40(5), 763–776. https://doi.org/10.1007/s11858-008-0153-5
Forgasz, H. J., & Leder, G. C. (2008). Beliefs about mathematics and mathematics teaching. In International Handbook of Mathematics Teacher Education: Volume 1 (pp. 173–192). Brill Sense.
Güven Akdeniz, D., & Gürefe, N. (2021). Pre-service Mathematics Teachers' Professional Self-Esteem and Beliefs about the Nature of Mathematics. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 15(2), 363–382. https://doi.org/10.17522/balikesirnef.1020701
Hair., J. F., Matthews, L. M., Matthews, R. L., & Sarstedt, M. (2017). PLS-SEM or CB-SEM: updated guidelines on which method to use. International Journal of Multivariate Data Analysis, 1(2), 107. https://doi.org/10.1504/ijmda.2017.10008574
Hair, J., & Alamer, A. (2022). Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), 100027. https://doi.org/10.1016/j.rmal.2022.100027
Hair, J. F., Hult, T. M., Ringle, C., & Sarstednt, M. (2017). A Primer on Partial Last Squares Structural Equation Modelling (SEM-PLS). SAGE Publications.
Hair, J., Hult, G. T., Ringle, C., & Sarstedt, M. (2017). A Primer on partial least Squares structural equation modeling (PLS-SEM). In Sage (2nd ed.). SAGE Publications.
Hair, Ringle, C. M., & Sarstedt, M. (2013). Partial least squares structural equation modeling: rigorous applications, better Results and higher acceptance. Long Range Planning, 46(1–2), 1–12. https://doi.org/10.1016/j.lrp.2013.01.001
Jackson, E. (2017). Beliefs about mathematics. Reflective Primary Mathematics, 101–120. https://doi.org/10.4135/9781473921429.n8
Leguina, A. (2015). A primer on partial least squares structural equation modeling (PLS-SEM). International Journal of Research & Method in Education, 38(2), 220–221. https://doi.org/10.1080/1743727x.2015.1005806
Lloyd, M. E. R. (2016). The use of teachers’ baseline normative beliefs to guide professional development in teaching mathematics. Professional Development in Education, 42(3), 359–386. https://doi.org/10.1080/19415257.2015.1015747
Maass, K. (2009). What are Teacher’s Beliefs about Effective Mathematics Teaching?: A Qualitative Study of Secondary School Teachers in Germany. In Effective Mathematics Teaching from Teachers’ Perspectives (pp. 141–161). Brill.
Maphutha, B. K. (2012). Investigating Mathematics Teachers’ Beliefs about the Nature of Mathematics and their Impact on Classroom Practices.
Oksanen, S., & Hannula, M. S. (2013). Finnish mathematics teachers’ beliefs about their profession expressed through metaphors. Current State of Research on Mathematical Beliefs XVIII: Proceedings of the MAVI-18 Conference, September 12-15, 2012, Helsinki, Finland, 315–326.
Presmeg, N. (2002). Beliefs About the Nature of Mathematics in the Bridging of Everyday and School Mathematical Practices BT - Beliefs: A Hidden Variable in Mathematics Education? (G. C. Leder, E.
Pehkonen, & G. Törner (eds.); pp. 293–312). Springer Netherlands. https://doi.org/10.1007/0-306-47958-3_17
Purnomo, Y. W. (2017). A scale for measuring teachers’ mathematics-related beliefs: A validity and reliability study. International Journal of Instruction, 10(2), 2–38. https://doi.org/10.12973/iji.2017.10120a
Ren, L., & Smith, W. M. (2018). Teacher characteristics and contextual factors: links to early primary teachers’ mathematical beliefs and attitudes. Journal of Mathematics Teacher Education, 21(4), 321–350. https://doi.org/10.1007/s10857-017-9365-3
Sarstedt, M., Ringle, C. M., & Hair, J. F. (2021). Partial least squares structural equation modeling. In Handbook of Market Research (Issue July). Researchgate. https://doi.org/10.1007/978-3-319-05542-8
Schueler, S., Roesken-Winter, B., Weißenrieder, J., Lambert, A., & Römer, M. (2015). Characteristics of out-of-field teaching: Teacher beliefs and competencies. CERME 9-Ninth Congress of the European Society for Research in Mathematics Education, 3254–3261.
Shmueli, G., Sarstedt, M., Hair, J. F., Cheah, J. H., Ting, H., Vaithilingam, S., & Ringle, C. M. (2019). Predictive model assessment in PLS-SEM: guidelines for using PLSpredict. European Journal of Marketing, 53(11), 2322–2347. https://doi.org/10.1108/EJM-02-2019-0189
Siswono, T. Y. E., Hartono, S., Kohar, A. W., Karim, & Kurniawan. (2019). Instrumentalist teachers’ beliefs in practicing mathematical problem solving. Universal Journal of Educational Research, 7(12), 2851–2856. https://doi.org/10.13189/ujer.2019.071236
Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17(2), 213–226. https://doi.org/10.1016/S0742-051X(00)00052-4
Timmerman, M. A. (2004). The Influences of Three Interventions on Prospective Elementary Teachers’ Beliefs About the Knowledge Base Needed for Teaching Mathematics. School Science and Mathematics, 104(8), 369–382. https://doi.org/10.1111/j.1949-8594.2004.tb18003.x
Xie, S., & Cai, J. (2021). Teachers’ beliefs about mathematics, learning, teaching, students, and teachers: perspectives from Chinese High School in-service mathematics teachers. International Journal of Science and Mathematics Education, 19(4), 747–769. https://doi.org/10.1007/s10763-020-10074-w
Yaratan, H., & Muezzin, E. (2016). Developing a teacher characteristics scale. Turkish Online Journal of Educational Technology, 2016(NovemberSpecialIssue), 623–630.
Zakaria, E. (2010). Beliefs about the nature of mathematics, mathematics teaching and learning among trainee teachers. Social Sciences, 5(4), 346–351. https://doi.org/10.3923/sscience.2010.346.351
DOI: http://dx.doi.org/10.22373/jppm.v8i2.25001
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Al Khawarizmi
Jurnal Pendidikan dan Pembelajaran Matematika
© Author
Published by Center for Research and Publication UIN Ar-Raniry and Department Mathematics Education UIN Ar-Raniry.