Ernest's Mathematics-Related Belief Systems as a framework for characterizing preservice teachers' philosophies of mathematics¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article uses Ernest's (1991a) framework of mathematics-related belief systems, comprising five belief clusters concerning mathematics, to characterize and track a preservice teacher's philosophy. The framework guided categorization of statements and dialogue from interviews, journals, and field notes, with interpreted themes and changes within a theme characterizing the evolving philosophy. It treats beliefs about mathematics, teaching, learning, and assessing mathematics as interconnected clusters grounded in an underlying philosophy of mathematics, here labeled 'Dualistic Absolutist' (Ernest, 1991b).

Design Implications¶

Context¶

Requirements¶

• Data sources capturing the preservice teacher's statements and dialogue across belief clusters, categorized using Ernest's five belief clusters concerning mathematics

Constraints¶

• The article applies the framework to a single preservice secondary mathematics teacher over one year of preservice education

Target Learners¶

• preservice secondary mathematics teachers

Target Learning Objectives¶

• evolution of beliefs about the nature of mathematics, its teaching, learning, and assessment

Claims¶

• Preservice Philosophy Evolved By Appending Deeper Understanding [+W]

Related Theories¶

Examples¶

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Key Sources¶

• Eggleton, Patrick J. (1995). Evolution of a Mathematical Philosophy: The Story of One Secondary Mathematics Preservice Teacher. https://eric.ed.gov/?id=ED389592