| dc.description.abstract | In the current era of mathematics education reform, researchers have sought to show how beliefs about mathematics change due to experiences learning mathematics (Hannula, 2006) and how these beliefs can influence mathematics teaching and learning (Leinwand, Brahier, & Huniker, 2014). A convergent parallel mixed methods study was conducted to determine the past mathematics learning experiences and the nature of mathematics beliefs of a group of 38 elementary preservice teachers (ePSTs). Additionally, a goal of the study was to determine if there was a relationship between mathematics learning experiences and nature of mathematics (NOM) beliefs. Analysis of the data revealed that mathematics learning experiences of the ePSTs were more aligned with traditional mathematics instruction, and not the reformed based instruction advocated by the National Council of Teachers of Mathematics (NCTM, 2000). Mathematics learning experiences were characterized by attitudes toward learning mathematics, perceptions of instruction, perceptions of mathematics understanding, perceptions of success and a focus on speed and memorization. The analysis revealed that the NOM beliefs of the ePSTs were characterized by views that mathematics is a subject we learn, rules and procedures, the study of the world around us, a type of puzzle, and problem solving through critical thinking. A Pearson correlation analysis was conducted and showed a statistically significant correlation between positive or negative experiences and NOM beliefs. Findings also indicated that in general ePSTs regarded their mathematics learning experiences in a positive way which leads to concerns for their future instructional practice in light of the research that suggests their NOM beliefs evolve from these experiences and beliefs have been shown to influence instructional practice. Based on these results, implications for future research and practice are shared. | |
