Pre-service classroom teachers’ beliefs about teaching and learning mathematics: Listening to students

Abstract

This study aimed to identify the beliefs of the Pre-service classroom students’ teachers about teaching and learning mathematics in Jordan. This study adopted a descriptive-analytical methodology. whereas the sample study consists of (429) female classroom student teachers selected randomly from those who study at public and private universities in Amman. The survey was developed to achieve its purpose. in which it has (45) items. the validity. and reliability of which were verified. The female classroom students' teachers had a blend of swaying beliefs between constructivism and behaviorism about nature. teaching. and learning of mathematics. It also showed no statistically significant differences between the means estimates of their beliefs attributed to the type of university and the high school branch. The researchers recommend a set of recommendations, the most important is supporting teacher training programs in Jordan universities to show the nature of mathematics and how to learn and teach it.