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Mathematical belief change in prospective primary teachers

机译：未来小学教师的数学信念变化

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The development and influence of beliefs in teacher education has been a topic of increasing interest for researchers in recent years. This study explores the responses of a group of prospective primary teachers to attempts to facilitate belief change as part of their initial teacher education programme in mathematics. The students’ responses seemed to fall into three categories: non-engagement; building a new set of beliefs and; reforming existing beliefs. In this article the participants’ responses are outlined and illustrated with stories from three individuals. This study suggests that belief reform is complex and fraught with ethical dilemmas. Certainly there is a need for further research in this area, particularly given the pervasive influence of beliefs on teaching practice.
机译：近年来，教师教育信念的发展和影响一直是研究人员日益关注的话题。这项研究探索了一组潜在的小学教师对尝试促进信念转变的反应，这是他们最初的数学教师教育计划的一部分。学生的反应似乎可以分为三类：不参与；建立一套新的信念；以及改革现有的信念。在这篇文章中，参与者的回答被概述并用三个人的故事来说明。这项研究表明，信仰改革是复杂的，充满道德困境。当然，特别是考虑到信念对教学实践的普遍影响，确实需要在这一领域进行进一步的研究。

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