摘要：This study investigates the beliefs of pre-service mathematics teachers (PMTs)
regarding mathematics through plotting their cognitive maps. The PMTs’ beliefs
regarding the nature of mathematics, and teaching and learning mathematics were
considered in depth using a phenomenological approach. Participants in the study
were seven PMTs in the fourth year of the Elementary School Mathematics
Education Program at a university in Istanbul. Data were collected through
individual interviews and analyzed by plotting cognitive maps. The results showed
that all PMTs had similar cognitive maps of beliefs regarding mathematics.
Although the PMTs stated that they held traditional (teacher centered) beliefs
before enrolling in the teacher-training program, they demonstrated that they held
more constructivist beliefs as a result of the teacher-training program. The use of
cognitive maps was shown to be effective in providing a holistic examination of
the beliefs of PMTs and a comparison of their belief systems.
关键词：beliefs; cognitive maps; pre;service mathematics teachers; phenomenology;
qualitative research
