권성룡 Kwon Sung-yong
DOI:10.7468/jksmec.2026.29.2.237 JANT Vol.29(No.2) 237-258, 2026
Keyword:
This study aimed to examine changes in preservice elementary teachers’ mathematics beliefs at both the mean and individual levels in the context of an Elementary Mathematics Education course, and to interpret the meaning of score-decrease patterns through the integration of quantitative and qualitative data. The study used pre-post matched responses from 82 participants on 25 TEDS-M-based belief items, along with open-ended responses explaining their perceived mathematical ability and mathematics preference. The analysis proceeded in three stages: changes in overall and subfactor scores, heterogeneity of individual change based on arithmetic criteria and the Reliable Change Index (RCI), and item-level change patterns. The results showed that the overall mathematics belief score increased significantly after the course. Significant increases were found in the subfactors of rules and procedures, inquiry as process, and active learner participation. At the individual level, however, heterogeneous patterns of change were observed, with both improvement and score decrease coexisting. While arithmetic criteria identified a substantial number of score-decrease cases, the number of statistically meaningful decreases was reduced to a small subset when the RCI was applied. At the item level, mean decreases in the full sample were observed only in a few statements related to dependence on teacher explanation, speed-and-accuracy norms, the value of manipulative or experiential activities, and discussion of multiple solution methods. In the arithmetic score-decrease group, relatively larger decreases appeared in items associated with performance norms such as speed and accuracy, answer-centered beliefs, and dependence on teacher explanation. Integrated interpretation of the open-ended responses suggested that these score-decrease patterns should not be understood simply as negative regression. Rather, they may reflect a complex combination of persistent performance norms, evaluative and emotional pressure, and possible recalibration of response standards. By moving beyond a mean-comparison approach, this study highlights the need for teacher education to address not only epistemological beliefs about mathematics but also the performance norms embedded in classroom instruction and assessment.
