Beliefs and conceptions of primary future professors about mathematics

Abstract

DOI: http://dx.doi.org/10.14244/198271991583

This article aims to identify and discuss the beliefs and conceptions of future teachers of the Spanish Elementary School about mathematics and its teaching and learning. Its relevance lies in the fact that the beliefs and conceptions about mathematics, their teaching, and their learning can influence the professional practice of teachers. To this end, a qualitative research was developed in which data was collected using a questionnaire responded by 12 students of the Primary Education Teaching Course of the University of Granada, during the period of the graduate studies of the first author of this article in this university. Content analysis was used to analyze the data. Future teachers expressed three beliefs and conceptions about mathematics: they serve as a tool box; comprise a single and static body of knowledge; or can also be used to solve problems. In addition, teaching and learning is based on routine, repetition, and memorization of formulas, procedures and algorithms. However, the disciplines of the aforementioned course, with its proposed dynamics and discussions, seek to develop reflection about the beliefs and conceptions of future teachers, intending to change them.

Keywords: Beliefs and concepts, Primary teachers, Mathematics, Teaching and learning.