PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Epistemological Beliefs About Mathematics and Curriculum Goals in the Cognitive Domain: a Case Study of Preservice Secondary Mathematics Teachers
Page: 677
Beliefs have long been recognized as a “hidden variable” in mathematics education. Epistemological beliefs are an inherent, although often implicit, component of curriculum goals in the cognitive domain. Connections between acquiring and accessing higher order cognitive strategies and epistemological beliefs are gradually becoming better understood. Israeli guidelines for mathematics teacher preparation emphasize of view of mathematics as a complex body of knowledge and knowing mathematics as a dynamic process. We present a case study of Israeli preservice secondary mathematics teachers’ epistemological beliefs about mathematics, assessed via concept maps at the beginning and end of undergraduate studies. A mixed-methods approach was used to analyze maps. Results suggest that students’ beliefs shifted to align with Israeli goals. Implications for STEM curriculum design are discussed.