Teachers' and students' beliefs in mathematics at State Senior High School 5 Semarang

Authors

Muhtarom Muhtarom, Department of Mathematics Education, Universitas PGRI Semarang, Indonesia
Dwi Juniati, Universitas Negeri Surabaya, Indonesia
Tatag Yuli Eko Siswono, Universitas Negeri Surabaya, Indonesia
Ismi Rahmatika, Universitas PGRI Semarang, Indonesia

Keywords

teachers' beliefs, students' beliefs, relationship between teachers' and students' beliefs, platonist beliefs, mathematics

Document Type

Article

Abstract

The aim of this research was to discover the relationship between teachers' and students' beliefs in mathematics. The sample consisted of two mathematics teachers, twenty eight students from 10th grade natural science 6 (X IPA 6) and twenty eight students from 10th grade natural science 10 (X IPA10) at state senior high school 5 Semarang. The data were collected from questionnaires and guided interviews on beliefs about mathematics. The research results showed that both of the mathematics teachers had platonist beliefs. It was found specifically that 4.76% of students in class X IPA 6 consistently had instrumentalist beliefs, 85.71% were consistent with their platonist beliefs, and 9.52% consistently had problem solving beliefs; while in class X IPA 10, 4.76% consistently showed instrumentalist beliefs, 80.95% were consistent with their platonist beliefs, and 14.29% consistently had problem solving beliefs. This indicates that there is a relationship between teachers' and students' beliefs, namely the tendency towards platonist beliefs; and also that the teacher's beliefs influence the student's beliefs.

Page Range

64-72

Issue

1

Volume

5

Digital Object Identifier (DOI)

10.21831/jrpm.v5i1.18734

Source

https://journal.uny.ac.id/index.php/jrpm/article/view/18734

Recommended Citation

Muhtarom, M., Juniati, D., Siswono, T. Y., & Rahmatika, I. (2018). Teachers' and students' beliefs in mathematics at State Senior High School 5 Semarang. Jurnal Riset Pendidikan Matematika, 5(1), 64-72. https://doi.org/10.21831/jrpm.v5i1.18734

References

Beswick, K. (2006). The importance of mathematics teachers' beliefs. Australian Mathematics Teacher, 62 (4), 17-22.

Beswick, K. (2012). Teachers' beliefs about school mathematics and mathematicians' mathematics and their relationship to practice Educational Studies in Mathematics, 79 (1), 127-147.

Biasutti, M. (2012). Teaching beliefs: a comparison between Italian primary and secondary school trainee teachers. Journal of Education for Teaching, 38 (3), 231–244.

Chapman, O. (2015). Mathematics teachers’ knowledge for teaching problem solving. LUMAT, 3 (1), 19-36.

Chong, S., Wong, I., & Quek, C.L. (2005). Preservice teachers’ beliefs, attitudes and expectations: a review of the literature.

Proceedings of the Redesigning pedagogy: research, policy, practice conference, Singapore. Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Fort Worth, TX: Harcourt Brace College Publishers.

Eynde, P. O., Corte, E.D, & Verschaffel, L. (2002). Framing students’ mathematicsrelated belief. A quest for conseptual clarity and a comprehensive categorization. In Gilah, L. C, Erkki, P dan Gunter, T. (ed). Belief: A Hidden Variable in Mathematics Education? Dordrecht: Kluwer Academic Publishers.

Felbrich, A., Müller, C., & Blömeke, S. (2008). Epistemological beliefs concerning the nature of mathematics among teacher educators and teacher education students in mathematics. ZDM, 40 (5), 763-776.

Goldin, G. A. (2002). Affect, meta-affect, and mathematical belief structures. In G. C.Leider, E. Pehkonen, dan G. Torner (ed). Beliefs: A Hidden Variable in Mathematics Education? Dordrecht: Kluwer Academic Publisher.

Goldin, G., Rösken, B., & Törner, G. (2009). Beliefs – No longer a hidden variable in mathematical teaching and learning processes. In J. Maass, & W. Schlöglmann (Eds.), Beliefs and Attitudes in Mathematics Education (pp. 1-18). Rotterdam, the Netherlands: Sense Publishers.

Griffin, T. D., & Ohlsson, S. (2001). Beliefs versus knowledge: A necessary distinction for explaining, predicting, and assessing conceptual change. In Proceedings of the 23rd annual conference of the Cognitive Science Society (pp. 1-4).

Leder, G. C, & Forgasz, H. J. (2002). Measuring mathematical belief and their impact on the learning of mathematics: A new approach. In G. C.Leider, E. Pehkonen, dan G. Torner (ed). Beliefs: A Hidden Variable in Mathematics Education? Dordrecht: Kluwer Academic Publisher.

Lerch, C. M. (2004). Control decisions and personal beliefs: Their effect on solving mathematical problems. Journal of Mathematical Behavior, 23(1), 21–36. Mkomange, W.C & Ajegbe, M.A. (2012).

Prospective secondary teachers’ beliefs about mathematical problem solving. International Journal of Research in Management & Technology, 2 (2), 154163.

Muhtarom, M., Juniati, D., & Siswono, T.Y.E. (2017a). Exploring beliefs in a problemsolving process of prospective teachers’ with high mathematical ability. Global Journal of Engineering Education, 19 (2), 130-136.

Muhtarom, M., Juniati, D., & Siswono, T. Y. (2017b). Consistency and inconsistency of prospective teachers’ beliefs in mathematics, teaching, learning and problem solving. AIP Conference Proceedings, 1, 050014, AIP Publishing.

Nurmi, A., Hannula, M., Maijala, H., & Pehkonen, E. (2003). On pupils' selfconfidence in mathematics: gender comparisons. In N.A. Pateman, B.J. Dougherty & J. Zilliox (eds.) Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education. 3, 453-460. University of Hawaii.

Ozturk, T., & Guven, B. (2015). Evaluating students’ beliefs in problem solving process: A case study. Eurasia Journal of Mathematics, Science & Technology Education, 12 (2), 411-429.

Pehkonen, E., & Pietilä, A. (2003). On relationships between beliefs and knowledge in mathematics education. In Proceedings of the CERME-3 (Bellaria) meeting.

Perry, B., Tracey, D., & Howard, P. (2014). Head mathematics teachers’ beliefs about the learning and teaching of mathematics. Mathematics Education Research Journal, 11(1), 39-53.

Schoenfeld, A.H. (1992). Learning to Think Mathematicaly, in A.D. Grouws (Ed). Handbook of research on mathematics learning and teaching.

Siswono, T.Y.E., Kohar, A. W., Savitri, D., & Hartono, S. (2017). Context-based problems and how engineering students view and learn mathematics. World Transactions on Engineering and Technology Education, 15 (4), 355-360.

Spangler, D. A. (1992). Assessing students’ beliefs about mathematics. The Mathematics Educator, 3 (1), 19-23.

Thompson, A. G. (1992). Teachers’ Beliefs and Conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning. Reston, VA: National Council of Teachers of Mathematics.

Widjajanti, D. B. (2009). Mengembangkan Zakaria, E., & Musiran, N. (2010). Beliefs about Keyakinan (Belief) Siswa terhadap the nature of mathematics, mathematics Matematika Melalui Pembelajaran teaching and learning among trainee Berbasis Masalah. Makalah KNPM3. teachers. Social Sciences, 5 (4), 346-351. http://www.foxitsoftware.com.