Eunji Kim: Languaging effects on pre-service class teachers’ mathematical beliefs and attitudes

Time: Nov 1, 8.30-8.55

Room: M105 Metria

Affiliation of presenter: Tampere University

Abstract:

Languaging, the process of verbalizing and articulating mathematical thinking, is emphasized in the Finnish curriculum for basic education and recent research trends. However, many primary school teachers have limited experience with Languaging as a pedagogical method and receive less attention compared to students. This lack of exposure may contribute to static beliefs or negative attitudes towards mathematics, often shaped by the traditional teaching practices they encountered in their own schooling. To address this gap, this study explored the effects of Languaging as a pedagogical model on pre-service class teachers (PCTs) in a teacher education program at the University of Tampere. It focused on changes in PCTs’ beliefs and attitudes toward mathematics teaching and learning, as well as their perceptions of what makes a good mathematics teacher using a convergent mixed-methods approach. Findings revealed that most participants experienced positive changes in their beliefs and attitudes, with greater confidence in teaching mathematics and recognizing diverse learners as individual problem solvers. Despite these advances, limited attention was paid to assessing learners’ expressions and fostering collaborative work, indicating areas that require further development. The relatively unstable attitudinal shifts highlight the need for extended support throughout teacher education programs. A more sustained and multidimensional approach is recommended to further strengthen teaching competencies.