What Does a Logical Paradox Reveal? An Exploration of Beliefs of Preservice Mathematics Teachers
International Journal of Science and Mathematics Education, cilt.24, sa.7, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 24 Sayı: 7
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s10763-026-10736-1
- Dergi Adı: International Journal of Science and Mathematics Education
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Education Source Ultimate (EBSCO), Materials Science & Engineering Collection (ProQuest), Technology Collection (ProQuest)
- Anahtar Kelimeler: Mathematics beliefs, Mathematics instruction, Paradoxes, Preservice teachers, Teacher education
- Gazi Üniversitesi Adresli: Evet
Özet
This qualitative study investigates how preservice mathematics teachers (PMTs) engage with logical paradoxes in relation to their epistemological beliefs about mathematics. Drawing on written responses, interviews, and classroom observations of four purposefully selected PMTs, the study uses a comparative approach, contrasting PMTs’ engagement with formal mathematical structures, as the Russell Paradox, with that of more accessible informal structures, as the Barber and Liar paradoxes. While PMTs with absolutist-leaning views tended to perceive the Russell Paradox as irrelevant, external, or a threat to the stability of mathematics, the one with a fallibilist stance embraced it as a transformative epistemological tool for critical thinking. Furthermore, the study highlights how formal mathematical content serves as a more potent diagnostic tool for surfacing ingrained beliefs than informal paradoxes.