Skip to main content
SpringerLink
Log in
Book cover

From beliefs to dynamic affect systems in mathematics education pp 227–243Cite as

Effects of Motivation on the Belief Systems of Future Mathematics Teachers from a Comparative Perspective

  • Chapter
  • First Online:

Part of the book series: Advances in Mathematics Education ((AME))

Abstract

The paper examines the relationship between future teachers’ professional motivation and their beliefs on the dynamic nature of mathematics as an academic discipline as well as on their transmission-oriented beliefs on the teaching and learning of mathematics. As motives, intrinsic-pedagogical, intrinsic-academic and extrinsic motives were examined. Based on IEA’s “Teacher Education and Development Study in Mathematics” (TEDS-M), carried out in 2008, we analyzed data from two Western (Germany, Norway) and two East Asian countries (Singapore, Taiwan) which represent different educational cultures. Our results revealed that the level of the motivational facets and the beliefs facets differed between the four countries. The pattern of relationships between professional motivation and teacher beliefs was largely similar across countries though. This result indicates a generic effect of motivation but culturally shaped strength of the different characteristics.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD   109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Andrews, P., Diego-Mantecón, J., Vankúš, P., & Op’t Eynde, P. (2011). Construct consistency in the assessment of students’ mathematics-related beliefs: A three-way cross-sectional pilot comparative study. Acta Didactica Universitatis Comenianae – Mathematics, 11, 1–25.

    Google Scholar 

  • Benware, C., & Deci, E. L. (1984). Quality of learning with an active versus passive motivational set. American Educational Research Journal, 21, 755–765.

    Article  Google Scholar 

  • Blömeke, S. (2012). Content, professional preparation and teaching methods: How diverse is teacher education across countries? Comparative Education Review, 56, 684–714.

    Article  Google Scholar 

  • Blömeke, S., Kaiser, G., & Lehmann, R. (Eds.). (2008a). Professionelle Kompetenz angehender Lehrerinnen und Lehrer: Wissen, Überzeugungen und Lerngelegenheiten deutscher Mathematikstudierender und -referendare – Erste Ergebnisse zur Wirksamkeit der Lehrerausbildung. Münster: Waxmann.

    Google Scholar 

  • Blömeke, S., Müller, C., Felbrich, A., & Kaiser, G. (2008b). Epistemologische Überzeugungen zur Natur der Mathematik. In S. Blömeke, G. Kaiser, & R. Lehmann (Eds.), Professionelle Kompetenz angehender Lehrerinnen und Lehrer: Wissen, Überzeugungen und Lerngelegenheiten deutscher Mathematik-Studierender und -referendare – Erste Ergebnisse zur Wirksamkeit der Lehrerausbildung (pp. 219–246). Münster: Waxmann.

    Google Scholar 

  • Blömeke, S., Suhl, U., & Kaiser, G. (2011). Teacher education effectiveness: Quality and equity of future primary teachers’ mathematics and mathematics pedagogical content knowledge. Journal of Teacher Education, 62, 154–171.

    Article  Google Scholar 

  • Blömeke, S., Suhl, U., Kaiser, G., & Döhrmann, M. (2012). Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries. Teaching and Teacher Education, 28, 44–55.

    Article  Google Scholar 

  • Boekaerts, M. (1995). Self-regulated learning: Bridging the gap between metacognitive and metamotivation theories. Educational Psychologist, 30, 195–200.

    Article  Google Scholar 

  • Bromme, R. (2005). Thinking and knowing about knowledge: A plea for and critical remarks on psychological research programs on epistemological beliefs. In M. Hoffmann, J. Lenhard, & F. Seeger (Eds.), Activity and sign – Grounding mathematics education (pp. 191–201). New York: Springer.

    Chapter  Google Scholar 

  • Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62, 37–60.

    Article  Google Scholar 

  • Brouwer, N., & ten Brinke, S. (1995). Der Einfluss integrativer Lehrerausbildung auf die Unterrichtskompetenz (II). Empirische Pädagogik, 9, 289–330.

    Google Scholar 

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale: Lawrence Erlbaum Associates.

    Google Scholar 

  • Even, R., & Ball, D. (Eds.). (2009). The professional education and development of teachers of mathematics. New York: Springer.

    Google Scholar 

  • Felbrich, A., Kaiser, G., & Schmotz, C. (2012). The cultural dimension of beliefs: An investigation of future primary teachers’ epistemological beliefs concerning the nature of mathematics in 15 countries. ZDM – The International Journal on Mathematics Education, 44(2), 355–366.

    Article  Google Scholar 

  • Furinghetti, F., & Pehkonen, E. (2002). Rethinking characterizations of beliefs. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 39–57). Dordrecht: Kluwer Academic Publishers.

    Google Scholar 

  • Grigutsch, S., Raatz, U., & Törner, G. (1998). Einstellungen gegenüber Mathematik bei Mathematiklehrern. Journal für Mathematik-Didaktik, 19, 3–45.

    Article  Google Scholar 

  • Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890–898.

    Article  Google Scholar 

  • Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10, 301–320.

    Article  Google Scholar 

  • Hofstede, G. (2001). Culture’s consequences – Comparing values, behaviors, institutions and organizations across nations. London/Thousand Oaks: Sage.

    Google Scholar 

  • House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., & Gupta, V. (Eds.). (2004). Culture, leadership, and organizations. Thousand Oaks: Sage.

    Google Scholar 

  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65–90.

    Article  Google Scholar 

  • Keller-Schneider, M. (2011). Die Bedeutung von Berufswahlmotiven von Lehrpersonen in der Bewältigung beruflicher Anforderungen in der Berufseingangsphase. Lehrerbildung auf dem Prüfstand, 4, 157–185.

    Google Scholar 

  • Klieme, E., & Vieluf, S. (2009). Teaching practices, teachers’ beliefs and attitudes. In OECD (Ed.), Creating effective teaching and learning environments: First results from TALIS (pp. 87–135). Paris: OECD.

    Google Scholar 

  • König, J., & Herzmann, P. (2011). Lernvoraussetzungen angehender Lehrkräfte am Anfang ihrer Ausbildung: Erste Ergebnisse aus der wissenschaftlichen Begleitung des Kölner Modellkollegs Bildungswissenschaften. Lehrerbildung auf dem Prüfstand, 4, 186–210.

    Google Scholar 

  • König, J., & Rothland, M. (2012). Motivations for choosing teaching as a career: Effects on general pedagogical knowledge during initial teacher education. Asia-Pacific Journal of Teacher Education, 40, 289–315.

    Article  Google Scholar 

  • Leder, C., Pehkonen, E., & Törner, G. (Eds.). (2002). Beliefs: A hidden variable in mathematics education? Dordrecht: Kluwer Academic Publishers.

    Google Scholar 

  • Leinhardt, G., & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78, 75–95.

    Article  Google Scholar 

  • Leung, F. K. S., Graf, K.-D., & Lopez-Real, F. J. (Eds.). (2006). Mathematics education in different cultural traditions – A comparative study of the East Asia and the West: The 13th ICMI study. New York: Springer.

    Google Scholar 

  • Mayr, J. (2009). LehrerIn werden in Österreich: Empirische Befunde zum Lehramtsstudium. Erziehung und Unterricht, 159, 14–33.

    Google Scholar 

  • NCTM (National Council of Teachers of Mathematics). (2000). Professional standards for teaching mathematics (ENC-001451). Reston: NCTM.

    Google Scholar 

  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317–328.

    Article  Google Scholar 

  • NOKUT = Nasjonalt Organ for Kvalitet i Utdanningen. (2006). Evaluering av allmennlærerutdanningen i Norge 2006: Hovedrapport. Retrieved from http://www.nokut.no/Documents/NOKUT/Artikkelbibliotek/Norsk_utdanning/SK/alueva/ALUEVA_Hovedrapport.pdf.

  • OECD. (2009). Creating effective teaching and learning environments: First results from TALIS. Paris: OECD Publishing.

    Book  Google Scholar 

  • Op’t Eynde, P., De Corte, E., & Verschaffel, L. (2002). Framing students’ mathematics-related beliefs. A quest for conceptual clarity and a comprehensive categorization. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 13–37). Dordrecht: Kluwer Academic Publishers.

    Google Scholar 

  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.

    Article  Google Scholar 

  • Perry, W. G., Jr. (1968). Patterns of development in thought and values of students in a liberal arts college: A validation of a scheme. Cambridge: Harvard University.

    Google Scholar 

  • Peterson, P. L., Fennema, E., Carpenter, T., & Loef, M. (1989). Teachers’ pedagogical content beliefs in mathematics. Cognition and Instruction, 6, 1–40.

    Article  Google Scholar 

  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In Handbook of research on teacher education (pp. 102–119). New York: Macmillan.

    Google Scholar 

  • Rodd, M. M. (1997). Beliefs and their warrants in mathematics learning. In E. Pehkonen (Ed.), Proceedings of the 21st international conference of the international group for the Psychology of Mathematics Education (PME) (Vol. 4, pp. 64–65). Helsinki: University of Helsinki, Lahti Research and Training Center.

    Google Scholar 

  • Roussos, L., & Stout, W. (1996). A multidimensionality-based DIF analysis paradigm. Applied Psychological Measurement, 20, 355–371.

    Article  Google Scholar 

  • Schiefele, U., & Urhahne, D. (2000). Motivationale und volitionale Bedingungen der Studienleistung. In U. Schiefele & K.-P. Wild (Eds.), Interesse und Lernmotivation. Untersuchungen zur Entwicklung, Förderung und Wirkung (pp. 183–205). Münster: Waxmann.

    Google Scholar 

  • Schmidt, W. H., Blömeke, S., & Tatto, M. T. (2011). Teacher education matters: A study of the mathematics teacher preparation from six countries. New York: Teacher College Press.

    Google Scholar 

  • Schoenfeld, A. H. (1983). Beyond the purely cognitive: Belief systems, social cognitions, and metacognitions as driving focuses in intellectual performance. Cognitive Science, 7, 329–363.

    Article  Google Scholar 

  • Schoenfeld, A. H. (1998). Toward a theory of teaching-in-context. Issues in Education, 4, 1–94.

    Article  Google Scholar 

  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498–504.

    Article  Google Scholar 

  • Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39, 19–29.

    Article  Google Scholar 

  • Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest and academic engagement. Journal of Educational Research, 95, 323–332.

    Article  Google Scholar 

  • Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Policy, practice, and readiness to teach primary and secondary mathematics. Conceptual framework. East Lansing: Teacher Education and Development International Study Center, College of Education, Michigan State University.

    Google Scholar 

  • Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., et al. (2012). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: IEA.

    Google Scholar 

  • Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127–146). New York: Macmillan.

    Google Scholar 

  • Triandis, H. C. (1995). Individualism and collectivism. San Francisco: Westview Press.

    Google Scholar 

  • UNESCO. (1997). International standard classification of education. http://www.unesco.org/education/information/nfsunesco/doc/isced_1997.htm

  • Vieluf, S., & Klieme, E. (2011). Cross-nationally comparative results on teachers’ qualification, beliefs, and practices. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction (pp. 295–325). New York: Springer.

    Chapter  Google Scholar 

  • Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-choice scale. Journal of Experimental Education, 75, 167–202.

    Article  Google Scholar 

  • Watt, H. M. G., Richardson, P. W., & Tysvaer, N. M. (2007). Profiles of beginning teachers’ professional engagement and career development aspirations. In A. Berry, A. Clemans, & A. Kostogriz (Eds.), Dimensions of professional learning: Professionalism, practice and identity (pp. 155–176). Rotterdam: Sense Publishers.

    Google Scholar 

  • Watt, H. M. G., Richardson, P. W., Klusmann, U., Kunter, M., Beyer, B., Trautwein, U., & Baumert, J. (2012). Motivations for choosing teaching as a career: An international comparison using the FIT-choice scale. Teaching and Teacher Education, 28, 791–805.

    Article  Google Scholar 

  • Wehling, L., & Charters, W. (1969). Dimensions of teacher beliefs about the teaching process. American Educational Research Journal, 6, 7–29.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Centre for Educational Measurement at University of Oslo (CEMO), Oslo, Norway

    Sigrid Blömeke

  2. Humboldt University of Berlin, Berlin, Germany

    Sigrid Blömeke

  3. IPN–Leibniz Institute for Science and Mathematics Education at Kiel University, Kiel, Germany

    Sigrid Blömeke

  4. University of Hamburg, Hamburg, Germany

    Gabriele Kaiser

Authors
  1. Sigrid Blömeke
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Gabriele Kaiser
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sigrid Blömeke .

Editor information

Editors and Affiliations

  1. Sør-Trøndelag University College, Trondheim, Norway

    Birgit Pepin

  2. Professional School of Education Department of Mathematics, Humboldt-Universität zu Berlin, Berlin, Germany

    Bettina Roesken-Winter

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Blömeke, S., Kaiser, G. (2015). Effects of Motivation on the Belief Systems of Future Mathematics Teachers from a Comparative Perspective. In: Pepin, B., Roesken-Winter, B. (eds) From beliefs to dynamic affect systems in mathematics education. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-06808-4_11

Download citation

Publish with us

Policies and ethics

Search

Navigation