| How to educate pre-service teachers has always been the hot point of teachereducation and how to effectively cultivate excellent Mathematics teachers is one ofthe sticking points of any normal university. According to the existing researchescarried out by Mathematics educators across the world, what influences thepreparation made for one class, the measures took in the class as well as theevaluation of the class by a mathematics teacher can be largely attributed to strongopinions towards Mathematics and firm faith in Mathematics teaching of the teacher.Therefore, it should firstly emphasize the initial condition of one’s faith to trainpre-service teachers. This includes not only paying attention to his belief when hestarts curriculum of teacher education, to changes of his belief after studying thosecourses, but also to the benefits, which are brought about by his belief and changes ofbelief because of those curriculum, to future development of pre-service teachersAgainst this background, this paper intends to find the connections anddistinctions of Mathematics pre-service teachers in different teaching and practicingconditions, as well as to explore possible factors influencing teaching practices.Specific studies can be divided into the following three parts:1. What’s the state of faith of pre-service teachers in China like? And what arethe characteristics?2. In what way and to what extent does teacher’s faith influence teachingpractices?3. What are the similarities of and distinctions between the faiths in Mathematicsof Mathematics pre-service teachers of different teaching experiences? And what arethe influencing factors?In this paper, by using the methods of questionnaire to investigate54pre-serviceteachers of postgraduate degree, several conclusions are as follows:1. The mathematical beliefs of pre-service teachers in China are relatively clearin general. Pre-service teachers, by and large, in nine level of three part believes ofthis thesis, hold reform-oriented teaching and learning beliefs, which is manifested themost obvious in mathematical teaching and learning beliefs. Although the reformtendency in mathematics essence belief is not as high as those in the above-mentionedtwo, it still shows that the reform-oriented beliefs are deeper than thetradition-oriented beliefs.2. There still exist relatively traditional beliefs in belief system of somepre-service teachers. Although subjects of this research show reform-oriented beliefs in general, some of them still manifest tradition-oriented beliefs in one or even threeaspects. Besides,there are some subjects who share the characteristics of thecoexistence of being tradition-oriented and reform-oriented in the three types ofbeliefs.3. The measured beliefs are discrepant with those showed in teaching practices tosome extent, which is not manifested in mathematics essence belief but can beobviously seen in Math’s teaching and learning beliefs. This is obvious in issues liketeaching students in accordance with their aptitude and manipulates mathematicsquestions. However, it is precisely an option conflicted with current teaching practices,meaning that beliefs of pre-service teachers are still influenced by teaching practicesand other external factors.4. The influence of internship experience on pre-service teacher variessignificantly from person to person. This problem is very obvious in mathematicseducation and learning. The subjects with different learning experiences andbackgrounds show mathematical beliefs similar to their experiences which play aleading role in teaching practices. Due to the similarity between undergraduateeducation and graduate education, it is obvious that the disparity among the subjects isnot generated after being a postgraduate but is generated in widely divergent learningexperiences before being a subject. |
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