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首页> 外文期刊>Journal of Research in Mathematics Education >How Do Elementary Preservice Teachers Form Beliefs and Attitudes Toward Geometry Learning? Implications for Teacher Preparation Programs
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How Do Elementary Preservice Teachers Form Beliefs and Attitudes Toward Geometry Learning? Implications for Teacher Preparation Programs

机译：小学学前班教师如何形成对几何学习的信念和态度？对教师预备课程的启示

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In my personal interactions with elementary preservice teachers (EPSTs) at a large Midwestern university in United States, many EPSTs held negative beliefs and attitudes about geometry learning. Although finding ways to help EPSTs change their negative beliefs and attitudes is an important issue, it can be best addressed by first investigating how they are formed. This study sought to document how EPSTs' beliefs about and attitudes toward geometry were formed prior to and during a mathematics and pedagogy course at a large Midwestern university in United States. McLeod's (1989) theoretical framework of influencing one's beliefs and attitudes toward specific action events, and objects --- Representation, Discrepancy, and Metacognition --- was used to analyze data from two interviews with each of four EPSTs. The results of the analysis confirmed McLeod's framework but also identified a fourth factor, understanding, as playing an important role in affecting EPST's beliefs about and attitudes toward geometry. If in fact we can understand how EPSTs beliefs about and attitudes toward learning geometry are formed, we will be able to find out ways to help EPSTs change negative orientations, which can have positive implications for designing mathematics and pedagogy courses for EPSTs that will better prepare them to be effective mathematics teachers.Keywords: Beliefs, Attitudes, Geometry, Elementary Preservice Teachers.?
机译：在我与美国中西部一所大型大学的初级职前教师（EPST）的私人互动中，许多EPST对几何学习持消极信念和态度。尽管找到帮助EPST改变其消极信念和态度的方法是一个重要问题，但最好通过首先研究其形成方式来解决。这项研究试图记录EPST在美国中西部一所大型大学的数学和教学法课程之前和期间如何形成对几何的信念和态度。麦克劳德（McLeod，1989）影响个人对特定行动事件的信念和态度的理论框架，以及对象-表示，差异和元认知-被用来分析来自两次访谈中四个EPST的数据。分析结果证实了McLeod的框架，但也确定了第四个因素，即理解，在影响EPST对几何的信念和态度方面起着重要作用。如果实际上我们能够理解EPST关于学习几何的信念和态度是如何形成的，我们将能够找到方法来帮助EPST改变负面取向，这对于为EPST设计更好的数学和教育学课程具有积极意义他们是有效的数学老师。关键字：信念，态度，几何，小学预科教师。

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