Exploring the beliefs of student teachers for mathematics

Abstract

This study explores the beliefs of primary school student teachers about the nature of teaching and learning for mathematics. This study examines the following question: What are the beliefs of the Maltese student teachers (primary) for mathematics? The study is quantitative in design and the data was collated by employing a survey questionnaire. The sample consisted of 132 students in their third and fourth year of their Bachelor in Education training course. Results and findings show that student teachers hold an array of beliefs underpinned by diverse factors. These four factors include mathematical learning and procedures, what mathematics is all about, mathematical connections, and problem solving. Results indicate that the beliefs of primary student teachers about mathematics tend towards the constructivist approach. In conclusion, results and findings are connected back to the literature with a number of recommendations included.