Cultural Values and Prospective Teachers' Beliefs about Success in Mathematics and in Its Teaching

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  • Author(s): Eichler, Andreas (ORCID Eichler, Andreas (ORCID 0000-0002-7262-1071); Ferretti, Federica (ORCID Ferretti, Federica (ORCID 0000-0002-4956-4136); Maffia, Andrea (ORCID Maffia, Andrea (ORCID 0000-0003-0080-1089)
  • Language:
    English
  • Source:
    International Journal of Mathematical Education in Science and Technology. 2023 54(8):1681-1696.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Cultural Influences; Mathematics Instruction; Teaching Methods; Preservice Teachers; Student Attitudes; Teacher Education Programs; Sociocultural Patterns; Learning Processes; Beliefs; Cross Cultural Studies; Measures (Individuals); Foreign Countries; Social Values
    • Subject Terms:
      Germany; Italy
    • Accession Number:
      10.1080/0020739X.2023.2203159
    • ISSN:
      0020-739X
      1464-5211
    • Abstract:
      International literature is increasingly disclosing the relevance of cultural aspects within the processes of teaching and learning mathematics. Knowledge is inextricably linked to the activities in which the subjects engage, and must be considered in relation to the socio-cultural context wherein the activity takes place. Literature reveals the relationship between the background culture (e.g. language, nationality, etc.) of prospective elementary teachers and their beliefs about mathematics and its teaching. In this paper, we define culture with reference to the wider discussion from cross-cultural psychology literature about cultural values, and we investigate if and how differences in individuals' cultural values are related to prospective teachers' beliefs about being successful in mathematics and in its teaching. We adopt a questionnaire from the studies by Schwartz to measure participants' values. We assign each prospective teacher of our sample to a cluster of beliefs and we analyse how the beliefs of prospective teachers are related to their values. Results show that cultural values and beliefs about mathematics are related, while this is not the case for beliefs about the teaching of this subject.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1395420