Teachers conceptions and beliefs. Oral communications: 3 reports. Yandex x PME.

"Teachers conceptions and beliefs" was a session at "Psychology and technology in mathematics education" conference.
March 18-21, 2019, Moscow, Russia.
education.yandex.ru/pme/
It consisted of three research reports. Please see their synopses below.
1. 00:03
Pre-service mathematics teachers’ teaching and learning conceptions.
Short research report by Wing Fat Lau, The Chinese University of Hong Kong.
Pre-service teachers bring in existing beliefs about different subject areas and their teaching and learning as they enter university. Studying them proved vital. However, these beliefs may not be compatible with those advocated in the curriculum.
This study assessed teaching and learning conceptions of 80 pre-service mathematics teachers (PMTs) with the Teaching and Learning Conceptions Questionnaire. It found two correlated conceptions, namely the traditional conception (TRAC) with 17 items and the constructivist conception (CONC) with 12 items. Whereas female PMTs were more likely to hold the CONC than male PMTs, the two conceptions were not associated with year of study, number of professional courses completed, and number of teaching practicum completed.
Wing Fat Lau offers empirical findings for PMTs to reveal their teaching and learning conceptions and make informed pedagogical decisions, which constitute part of the professional competence for future teachers. Teacher educators may design learning experiences for PMTs to consolidate or moderate conceptions that align or contradict with existing beliefs.
2. 10:39
Preparing math teachers for school discourse.
Short research report by Svetlana Mugallimova, Surgut State Pedagogical University, Russia.
Current research in various fields, including in pedagogy, appeals to such concepts as discourse, language personality and language behavior. The emphasis on language and speech seems to be quite promising for research in mathematics teaching methods. Mugallimova gives the following definition for the term “educational mathematical discourse”: it is the practice of organizing educational activities based on working with mathematical texts in accordance with accepted rules of mathematical activity and the norms of mathematical culture.
Four characteristics of the discursive competence of a mathematics teacher can be singled out, implying at the same time that they correspond to professionally significant qualities:
1) knowing the principles of constructing a mathematical text and the rules of pedagogical communication;
2) the ability to select texts in accordance with the studied material and educational situation;
3) skills of perception, generation and interpretation of educational mathematical texts, and
4) experience in planning and managing communication in an educational situation using mathematical texts.
3. 16:58
Prospective mathematics teachers’ attitude towards the use of history in mathematics teaching.
Short research report by Ekaraj Pandit, teacher, Rainbow International College, Nepal.
The purpose of this study was to explore the prospective mathematics teachers’ attitude towards the use of history of mathematics in teaching and learning of mathematics. The author relies on the fact that it is necessary to use historical materials for teaching mathematics, including tasks from the past, games invented by mathematicians of the past, biographies of great mathematicians and tasks on historical themes.
Pandit used the four attitudinal dimensions suggested by Tapia (1996) to measure attitudes of future teachers: value, pleasure, self-confidence and motivation. The results show that students are open to the use of historical materials in their future professional life, as they highly value its significance.
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Русская версия видео: • Понятия и представлени...