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Pre Service Secondary Mathematics Teachers Perceptions Of Mathematics And Their Mathematical Selves
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Book Synopsis Pre-service Secondary Mathematics Teachers Perceptions of Mathematics and Their Mathematical Selves by : Makayla Moody
Download or read book Pre-service Secondary Mathematics Teachers Perceptions of Mathematics and Their Mathematical Selves written by Makayla Moody and published by . This book was released on 2018 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis In-service Secondary Mathematics Teachers' Perceptions of Mathematics and Their Mathematical Selves by : Ashton Owen
Download or read book In-service Secondary Mathematics Teachers' Perceptions of Mathematics and Their Mathematical Selves written by Ashton Owen and published by . This book was released on 2018 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Mid-level Pre-service Teachers' Perceptions of Mathematics and Their Mathematical Selves by : Marissa Crawford
Download or read book Mid-level Pre-service Teachers' Perceptions of Mathematics and Their Mathematical Selves written by Marissa Crawford and published by . This book was released on 2018 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of the Influence of Lesson Study on Preservice Secondary Mathematics Teachers' View of Self-as Mathematics Expert by : Julie Stafford-Plummer
Download or read book An Analysis of the Influence of Lesson Study on Preservice Secondary Mathematics Teachers' View of Self-as Mathematics Expert written by Julie Stafford-Plummer and published by . This book was released on 2002 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research seeks to investigate the influence of lesson study on preservice secondary mathematics teachers' view of self as mathematics expert. The study acknowledges the commonly held belief that prospective mathematics teachers have that they know and understand secondary mathematics. The purpose in engaging the preservice teachers in lesson study is to dislodge this belief. In particular, this research report focuses on one preservice teacher and her experiences during lesson study. Using the data collected, the researcher reports on the baseline beliefs that the preservice teacher held toward her knowledge of secondary mathematics, her mathematical experiences during the actual lesson study phase of the research and the final status of her beliefs in relation to her secondary mathematics understanding. After assessing the preservice teacher's beliefs, the report focuses on the moves the preservice teacher makes to protect her identity as a knower of mathematics. The report details how the researcher probed the subject's views through a follow-up interview. The researcher discovered during the follow-up interview that the subject was finally able to admit her lack of mathematical knowledge and her desire to not be seen as 'dumb' in front of the interviewer. The implications of the study suggest that teacher educators should be sensitive to preservice secondary teachers' perceptions of their mathematical knowledge and teacher educators should watch for the moves preservice teachers make to shift conversation away from mathematics topics.
Book Synopsis Pre-service Elementary Teachers' Perceptions of Mathematics and Their Mathematical Selves by : Anna Grayson
Download or read book Pre-service Elementary Teachers' Perceptions of Mathematics and Their Mathematical Selves written by Anna Grayson and published by . This book was released on 2018 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Pre-service Teachers' Perceptions of Their K-12 Mathematics Education Experiences and Their Future Mathematics Teaching Practices by : Angel Marjanovich
Download or read book Pre-service Teachers' Perceptions of Their K-12 Mathematics Education Experiences and Their Future Mathematics Teaching Practices written by Angel Marjanovich and published by . This book was released on 2016 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: So many students enter college without the conceptual knowledge of mathematical principles needed in order to succeed in higher education. Pre-service teachers entering teacher education programs are not exempt from this dilemma. While training to be educators, many pre-service teachers struggle to understand the concepts behind elementary level mathematics. These pre-service teachers will then continue in the education field and teach mathematics to the future generation. Will they teach their students the way they were taught? The purpose of this study is to investigate how pre-service teachers view their past experiences with math during their K-12 education and to compare those views with their perceptions of how they will teach math in the future. Using both quantitative and qualitative methods through surveys, short answer responses, and interviews, this study examines 38 pre-service teachers currently taking math methods courses at Southern Illinois University Carbondale in order to find out (1) how pre-service teachers view their past experiences with mathematics during their K-12 education, (2) what pre-service teachers' visions of how they will teach mathematics to their students in the future are, (3) which appears to have more influence on pre-service teachers' perceptions of their own future math teaching practices: their past learning experiences or their current teacher preparation program, and (4) what pre-service teachers perceive as effective ways of mathematics teaching and learning. Findings revealed that pre-service teachers tend to view their past K-12 math education experiences as mostly consisting of steps and procedures they were taught to memorize, but they have strong feelings about teaching mathematics for conceptual understanding instead of focusing on memorization like they were taught during their math classes in K-12 education. The results from this study also revealed that pre-service teachers feel it will be difficult not to fall back on the way they were taught mathematics when encountering unfamiliar concepts they have to teach. The need for more field experiences and learning how to incorporate project-based learning and presenting diverse ways of problem solving also came out as ways to improve teacher education programs.
Book Synopsis Pre-Service Secondary Mathematics Teachers' Reflections on Good and Bad Mathematics Teaching by : Hem Chand Dayal
Download or read book Pre-Service Secondary Mathematics Teachers' Reflections on Good and Bad Mathematics Teaching written by Hem Chand Dayal and published by . This book was released on 2013 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers suggest that teachers' beliefs about teaching are strongly influenced by their personal experiences with mathematics. This study aimed to explore Pacific Island pre-service secondary mathematics teachers' perceptions about good and bad mathematics teachers. Thirty pre-service teachers, enrolled in a mathematics teaching methods course during their third year of University study were asked to write reflections on their personal mathematical memories. Results indicate that pre-service teachers rate good mathematics teachers using a varied combination of characteristics.
Book Synopsis Preservice Teachers' Beliefs about Mathematical Problem Solving by : Fatma Kayan Fadlelmula
Download or read book Preservice Teachers' Beliefs about Mathematical Problem Solving written by Fatma Kayan Fadlelmula and published by LAP Lambert Academic Publishing. This book was released on 2009-09 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study aimed to investigate pre-service elementary mathematics teachers' perceptions about mathematics problems and their beliefs about problem solving. The sample consisted of 244 senior undergraduate students studying in Elementary Mathematics Teacher Education programs at 5 different universities during the 2005-2006 academic years. The data were collected through a survey developed by the researcher. The results indicated that, in general, the pre-service teachers held positive beliefs about mathematical problem solving. However, they held several traditional beliefs about following predetermined sequence of steps while solving problems and the kind of problems emphasized in the new mathematics curriculum. Besides, they did not value problems that do not cover any topic in the curriculum, involve no number or take a long time to solve. In addition to these, the present study indicated that female and male pre-service teachers did not differ in terms of their beliefs about mathematical problem solving. However, the pre-service teachers' beliefs showed significant difference when the universities attended was concerned.
Book Synopsis Preservice Teachers' Perceptions about Their Own Mathematical Achievement and about Teaching of Mathematics by : Erika Kuendiger
Download or read book Preservice Teachers' Perceptions about Their Own Mathematical Achievement and about Teaching of Mathematics written by Erika Kuendiger and published by . This book was released on 1990 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Mathematics Education of Prospective Secondary Teachers Around the World by : Marilyn E. Strutchens
Download or read book The Mathematics Education of Prospective Secondary Teachers Around the World written by Marilyn E. Strutchens and published by Springer. This book was released on 2016-10-22 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume shares and discusses significant new trends and developments in research and practices related to various aspects of preparing prospective secondary mathematics teachers from 2005–2015. It provides both an overview of the current state-of-the-art and outstanding recent research reports from an international perspective. The authors completed a thorough review of the literature by examining major journals in the field of mathematics education, and other journals related to teacher education and technology. The systematic review includes four major themes: field experiences; technologies, tools and resources; teachers' knowledge; and teachers' professional identities. Each of them is presented regarding theoretical perspectives, methodologies, and major findings. Then the authors discuss what is known in the field and what we still need to know related to the major topics.
Book Synopsis Learning Through Practice by : Stephen Billett
Download or read book Learning Through Practice written by Stephen Billett and published by Springer Science & Business Media. This book was released on 2010-06-02 with total page 309 pages. Available in PDF, EPUB and Kindle. Book excerpt: Practice-based learning—the kind of education that comes from experiencing real work in real situations—has always been a prerequisite to qualification in professions such as medicine. However, there is growing interest in how practice-based models of learning can assist the initial preparation for and further development of skills for a wider range of occupations. Rather than being seen as a tool of first-time training, it is now viewed as a potentially important facet of professional development and life-long learning. This book provides perspectives on practice-based learning from a range of disciplines and fields of work. The collection here draws on a wide spectrum of perspectives to illustrate as well as to critically appraise approaches to practice-based learning. The book’s two sections first explore the conceptual foundations of learning through practice, and then provide detailed examples of its implementation. Long-standing practice-based approaches to learning have been used in many professions and trades. Indeed, admission to the trades and major professions (e.g. medicine, law, accountancy) can only be realised after completing extended periods of practice in authentic practice settings. However, the growing contemporary interest in using practice-based learning in more extensive contexts has arisen from concerns about the direct employability of graduates and the increasing focus on occupation-specific courses in both vocations and higher education. It is an especially urgent issue in an era of critical skill shortages, rapidly transforming work requirements and an aging workforce combined with a looming shortage of new workforce entrants. We must better understand how existing models of practice-based learning are enacted in order to identify how they can be applied to different kinds of employment and workplaces. The contributions to this volume explore ways in which learning through practice can be conceptualised, enacted, and appraised through an analysis of the traditions, purposes, and processes that support this learning—including curriculum models and pedagogic practices.
Book Synopsis Investigating Beginning Secondary Mathematics Teachers' Perceptions and Development of Their Pedagogical Content Knowledge by : Nicole D. Hersey
Download or read book Investigating Beginning Secondary Mathematics Teachers' Perceptions and Development of Their Pedagogical Content Knowledge written by Nicole D. Hersey and published by . This book was released on 2018 with total page 606 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Educating Prospective Secondary Mathematics Teachers by : Marilyn E. Strutchens
Download or read book Educating Prospective Secondary Mathematics Teachers written by Marilyn E. Strutchens and published by Springer. This book was released on 2018-06-01 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book highlights innovative approaches to preparing secondary mathematics teachers. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for preparing secondary mathematics teachers, and discusses issues related to their professional and personal growth, such as identity, content knowledge, and pedagogical content knowledge which also includes knowledge of integrating technology into teaching and learning mathematics. Divided into four parts, the book focuses on field experiences, technologies, tools and resources, teacher knowledge, and teacher professional identities. Some of the main threads running through the book are: the importance of university and school partners working together to ensure preservice secondary mathematics teacher’ success in developing pedagogical strategies that lead toward students’ mathematical engagement and achievement; the critical need for preservice secondary mathematics teachers to develop strong content knowledge and pedagogical content knowledge; and the importance of providing opportunities, during pre-service education, for developing prospective teachers ́professional identities.
Download or read book Possible Selves written by Curtis Dunkel and published by Nova Publishers. This book was released on 2006 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of possible selves, first brought to life only a short time ago by Hazel Markus and Paula Nurious (1986) has grown into an exciting stream of research. Scholars have examined possible selves with regard to a host of adolescent outcomes, including academic achievement, school persistence, career expectations, self-esteem, delinquency, identity development and altruistic behaviours. This book represents a sample of the current research being conducted in the area of possible selves. The contributors to the book were chosen to represent a variety of perspectives, and to collectively illustrate some of the different ways that possible selves are being conceptualised, empirically examined and used in interventions.
Book Synopsis The Nature of Pre-service Secondary Mathematics Teachers' Knowledge of Mathematics for Teaching of Functions by :
Download or read book The Nature of Pre-service Secondary Mathematics Teachers' Knowledge of Mathematics for Teaching of Functions written by and published by . This book was released on 2006 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: This grounded theory study I explored the nature of knowledge of mathematics for teaching of five pre-service secondary mathematics teachers. Task based interviews were conducted which involved a variety of non-routine mathematical questions requiring the participants to identify and use different representations of various types of functions and connections among these representations. Through the interviews I explored these questions: What is the nature of knowledge of mathematics for teaching of functions among pre-service secondary mathematics teachers? How and how well can these participants use different representations of functions, and identify and use connections between these representations? How flexible and fluent are these participants in moving from one representation to another? How and how well can these participants deal with various types of functions and various properties of functions? What is the nature of the pedagogical and instructional decisions taken by these participants as they prepare to teach about functions? Although the participants differed in the nature of their knowledge structures, but the main theme that emerged out of this study is that the knowledge of these pre-service secondary mathematics teachers was incomplete. Many pieces of knowledge were missing for most of these participants, and the pieces of knowledge that they did possess were sometimes not integrated. Some of the participants in this study were unable to identify and use different representations of functions or move flexibly among different representations. These participants were not accustomed to dealing with unfamiliar and open-ended problems. They did not use formal language or precise mathematical terms while discussing the questions. Most of them seemed to favor informal language, and seemed uncomfortable in using mathematical language. They seemed to view mathematics as a collection of theories, concepts, rules, and procedures that is developed by the mathematicians, and they viewed themselves and their students as outsiders who have to learn and master these theories, concepts, rules, and procedures.
Book Synopsis Pre-service Secondary Mathematics Teachers' Thinking in Proof and Argumentation by : Lisa A. Rice
Download or read book Pre-service Secondary Mathematics Teachers' Thinking in Proof and Argumentation written by Lisa A. Rice and published by . This book was released on 2014 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pre-service secondary mathematics teachers are expected to have a deep understanding of mathematics, which includes understanding of proving and arguing. This qualitative multicase study investigated four pre-service secondary mathematics teachers' thinking in proof and argumentation. Also, participants' thoughts on argumentation and proof in teaching are explored. In one-on-one task-based interviews, participants worked through problems and mathematical claims in order to argue and prove the truth of their solutions and these claims. Four frameworks guided data collection and analysis: Tall (2008), Toulmin (1958), Stylianides (2010), and Knuth and Peressini (2001). Participants were all adept at creating empirical arguments, but struggled with proving. They exhibited thinking primarily from the proceptual-symbolic world. Participants' responses about arguing and proving in teaching included indicators of dialogic and univocal classroom discourses. Implications for mathematics teacher preparation are included.
Book Synopsis Exposing Pre-service Secondary Mathematics Teachers Ḱnowledge Through New Research Design Methodology by : Tetyana Berezovski
Download or read book Exposing Pre-service Secondary Mathematics Teachers Ḱnowledge Through New Research Design Methodology written by Tetyana Berezovski and published by . This book was released on 2007 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is an extension to the ongoing research on secondary mathematics teachers ḱnowledge. This study focused on the concepts of logarithms and logarithmic functions. Several research studies have confirmed that high-school and undergraduate students have a very poor knowledge of logarithms and logarithmic functions. One of the possible reasons for students' difficulties could be an insufficient teachers' knowledge of this subject domain. As of yet, there has not been research into teachers' knowledge of logarithms. This study was an attempt to fill this gap. The deeper understanding of teachers' knowledge, particularly subject matter content knowledge and related pedagogical skills, leads towards improvement of instructional approaches for more effective teacher training. The questions posed in this study are: What do the designed tasks reveal about the nature of teachers' knowledge? What can be seen as the relationship between pre-service secondary mathematics teachers' subject matter knowledge and pedagogical content knowledge? To what extent are these tasks effective and useful as data collection tools for research in mathematics education? This study identified that pre-service teachers are aware of possible difficulties of teaching or learning the concepts of logarithms and logarithmic functions. However, their insufficient subject matter content knowledge disallowed participants to explain why the situations prompted by their own questions were indeed problematic and important. On the whole, the pre-service teachers' displayed a relatively weak content knowledge of logarithms and logarithmic functions, exemplified by weak subject matter knowledge and related pedagogical content knowledge. Another goal of this research was to determine the effectiveness of the research methodology developed and used in this study. I designed a unique research task, called the Job Interview, and utilized another research task, known as the Math Play. These activities allowed me to investigate pre-service teachers' knowledge from many different sources that yielded very diverse information about the participants' knowledge. Also, these tasks proved to be important learning activities. They allowed pre-service teachers to re-examine high school mathematics content and reflect on their practice, while keeping in focus students' meaningful learning.
