Beliefs, attitudes, and pedagogical development in Finnish primary school mathematics education

Abstract

Teachers’ beliefs and attitudes towards mathematics teaching and learning play a crucial role in shaping teaching practice. Yet, how these affective orientations develop across teachers’ learning histories and through professional education remains insufficiently understood. This paper examines how a university mathematics course can foster new orientations, a question that resonates with international concerns about preparing teachers for equitable and engaging mathematics learning. The paper draws on findings in the dissertation project using surveys, interviews and pedagogical interventions with Finnish pre- and in-service class teachers. Preliminary results suggest that teacher education should address not only cognitive and didactical knowledge but also affective orientations as part of the learning of practice. Reflective learning tools and pedagogical languaging approaches are highlighted as promising means to support mathematics teaching in primary schools.