Beliefs about the Nature of Mathematics and Its Effects on Teaching and Assessment of Learning

Mutia Fariha; Rahmah Johar; Rini Oktavia; Mailizar Mailizar

doi:10.2991/978-2-38476-216-3_5

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Beliefs about the Nature of Mathematics and Its Effects on Teaching and Assessment of Learning

Authors

Mutia Fariha¹, Rahmah Johar²^{, *}, Rini Oktavia³, Mailizar Mailizar²

¹Graduate School of Mathematics and Applied Sciences, Universitas Syiah Kuala, Banda Aceh, Indonesia

²Department of Mathematics Education, Universitas Syiah Kuala, Banda Aceh, Indonesia

³Department of Mathematics, Universitas Syiah Kuala, Banda Aceh, Indonesia

^*Corresponding author. Email: rahmah.johar@usk.ac.id

Corresponding Author

Rahmah Johar

Available Online 31 March 2024.

DOI: 10.2991/978-2-38476-216-3_5 How to use a DOI?
Keywords: Mathematics Teacher Beliefs; Teaching Mathematics; Teacher Knowledge
Abstract: Mathematics teacher beliefs are one of the mental models that are important for teachers to have in teaching mathematics. Three important aspects of mathematics teacher beliefs are beliefs about the nature of mathematics (BNM), beliefs about the teaching of mathematics (BTM), and beliefs about assessment in mathematics learning (BAM). This study aims to determine the effect of BNM on BTM and BAM in elementary school teachers who teach mathematics. Data was collected using a mathematics teacher beliefs questionnaire and its validity was tested. Data processing and analysis uses the PLS-SEM method. The results showed that there was a direct and significant effect of BNM on BTM. The direct effect of BNM on BAM is very low. BTM acts as a moderating variable between BTM and BAM which provides a positive and significant indirect effect of increasing BNM on BAM.
Copyright: © 2024 The Author(s)
Open Access: Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title: Proceedings of the 2nd Annual International Conference on Mathematics, Science and Technology Education (AICMSTE 2023)
Series: Advances in Social Science, Education and Humanities Research
Publication Date: 31 March 2024
ISBN: 10.2991/978-2-38476-216-3_5
ISSN: 2352-5398
DOI: 10.2991/978-2-38476-216-3_5 How to use a DOI?
Open Access: Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

ris enw bib

TY  - CONF
AU  - Mutia Fariha
AU  - Rahmah Johar
AU  - Rini Oktavia
AU  - Mailizar Mailizar
PY  - 2024
DA  - 2024/03/31
TI  - Beliefs about the Nature of Mathematics and Its Effects on Teaching and Assessment of Learning
BT  - Proceedings of the 2nd Annual International Conference on Mathematics, Science and Technology Education (AICMSTE 2023)
PB  - Atlantis Press
SP  - 42
EP  - 52
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-216-3_5
DO  - 10.2991/978-2-38476-216-3_5
ID  - Fariha2024
ER  -

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