Teacher Conceptions Matter: Exploring the Relationships Between Mathematics Teachers’ Conceptions and Commitment in China

This study investigated the relationships between primary school mathematics teachers’ conceptions of mathematics, conceptions of teaching and learning, and their commitment in the context of mainland China. A total of 847 primary school mathematics teachers participated in a paper-based questionnai...

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Bibliographic Details
Published in:The Asia-Pacific education researcher Vol. 29; no. 6; pp. 581 - 592
Main Authors: Lin, Wei, Yin, Hongbiao, Chai, Ching-Sing, Wang, Wenlan
Format: Journal Article
Language:English
Published: Singapore Springer Singapore 01.12.2020
Springer
Springer Nature B.V
Subjects:
Beliefs
College Science
Compulsory Education
Constructivism (Learning)
Correlation
Curriculum Development
Curriculum Implementation
Education
Educational Change
Educational Policy and Politics
Elementary Education
Elementary School Mathematics
Elementary School Teachers
Elementary Schools
Faculty College Relationship
Foreign Countries
International and Comparative Education
Junior High School Teachers
Learning
Learning and Instruction
Learning Processes
Mathematical Concepts
Mathematics
Mathematics Curriculum
Mathematics Education
Mathematics Instruction
Mathematics Skills
Mathematics Teachers
Problem Solving
Regular Article
Sociology of Education
Student Development
Teacher Attitudes
Teacher Effectiveness
Teacher Motivation
Teacher Surveys
Teaching
Teaching Methods
World Problems
China
Conceptions of mathematics
Primary school teachers
Conceptions of teaching and learning
Mathematics teaching
Teacher commitment
ISSN:0119-5646, 2243-7908
Online Access:Get full text
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Summary:This study investigated the relationships between primary school mathematics teachers’ conceptions of mathematics, conceptions of teaching and learning, and their commitment in the context of mainland China. A total of 847 primary school mathematics teachers participated in a paper-based questionnaire survey. The results indicated that these teachers’ fragmented mathematics conceptions are positively associated with their traditional conceptions of teaching and learning while being negatively related to their constructivist conceptions of teaching and learning. In contrast, teachers’ cohesive mathematics conceptions are positively associated with both traditional and constructivist conceptions of teaching and learning. Meanwhile, only constructivist conceptions of teaching and learning are positively related to teacher commitment. These results imply that there is a need to enhance cohesive mathematics conceptions and reduce fragmented mathematics conceptions among Chinese primary school teachers in order to foster their constructivist teaching and commitment to students.
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ISSN:0119-5646
2243-7908
DOI:10.1007/s40299-020-00508-y