Safrudiannur, P.M. Labulan, Suriaty, Darma Andreas Ngilawajan, Adi Nur Cahyono, Zetra Hainul Putra, Sadrack Luden Pagiling, Benjamin Rott
Several studies have explored pre-service teachers' beliefs about the way of teaching mathematics. However, even though contexts related to students' achievements in mathematics lessons can influence such beliefs, only very few studies consider the possible effect of the contexts on exploring their beliefs. Therefore, this quantitative study presented here aims to investigate the differentiation on pre-service teachers' beliefs about mathematics teaching and learning in high-vs. low-achieving classes, as well as a possible relationship of those beliefs in the two classes. Participants are 508 pre-service teachers from five Indonesian universities. The results show that they hold different beliefs about mathematics teaching and learning in high-compared to low-achieving classes. Although there are differentiations, the beliefs in a high-achieving class positively correlate with the beliefs in a low-achieving class. The positive correlations indicate that PSTs seem not to contrast their beliefs about mathematics teaching and learning between both classes. It seems that the beliefs in a class are amplified in another class. © 2023 Author(s).
Universitas Mulawarman, Samarinda, Indonesia; Universitas Pattimura, Ambon, Indonesia; Universitas Negeri Semarang, Semarang, Indonesia; Universitas Riau, Pekanbaru, Indonesia; Universitas Musamus, Merauke, Indonesia; University of Cologne, Cologne, Germany
