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Traditional And Nontraditional Preservice Elementary Teachers Perceptions About Mathematics And Mathematics Teaching
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Book Synopsis Traditional and Nontraditional Preservice Elementary Teachers' Perceptions about Mathematics and Mathematics Teaching by : Ann Marie Wheeler
Download or read book Traditional and Nontraditional Preservice Elementary Teachers' Perceptions about Mathematics and Mathematics Teaching written by Ann Marie Wheeler and published by . This book was released on 2009 with total page 608 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 Research Advances in the Mathematical Education of Pre-service Elementary Teachers by : Gabriel J. Stylianides
Download or read book Research Advances in the Mathematical Education of Pre-service Elementary Teachers written by Gabriel J. Stylianides and published by Springer. This book was released on 2017-11-16 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines new trends and developments in research related to the mathematical education of pre-service elementary teachers, and explores the implications of these research advances for theory and practice in teacher education. The book is organized around the following four overarching themes: pre-service teachers’ mathematics content and mathematics-specific pedagogical preparation; professional growth through activities and assessment tools used in mathematics teacher preparation programs; pre-service mathematics teachers’ knowledge and beliefs; and perspectives on noticing in the preparation of elementary mathematics teachers. Including contributions from researchers working in 11 different countries, the book offers a forum for discussing and debating the state of the art regarding the mathematical preparation of pre-service elementary teachers. By presenting and discussing the findings of research conducted in different countries, the book offers also opportunities to readers to learn about varying teacher education practices around the world, such as: innovative practices in advancing or assessing teachers’ knowledge and beliefs, similarities and differences in the formal mathematics education of teachers, types of and routes in teacher education, and factors that can influence similarities or differences.
Book Synopsis Illuminating Changes in Preservice Teachers' Perceptions about Teaching Elementary Mathematics in an Introductory Methods Course by : Elaine Cerrato
Download or read book Illuminating Changes in Preservice Teachers' Perceptions about Teaching Elementary Mathematics in an Introductory Methods Course written by Elaine Cerrato and published by . This book was released on 2019 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Producing highly skilled elementary mathematics teachers capable of facilitating mathematics learning in ways aligned with The Principles and Standards for School Mathematics (NCTM, 2000) and the Common Core State Standards for Mathematics (CCSSM), is a common objective of teacher preparation programs (National Governors Association & Chief Council of State School Officers, 2010). After decades of effort, Brown (2003) argues, teachers continue to teach in the way they were taught; thus, they disregard mathematics standards. As Abell, Appleton, and Hanuscin (2010) note, students preexisting ideas relevant to the nature of learning and teaching stem from experiences in their schooling, life, and formal classes. Specifically, related to mathematics, these experiences often reflect the difficulty in learning mathematics, fear of mathematics, and consequently, a dislike for the subject (Abell et al., 2010; Wilson, 2014). These preconceived beliefs influence how preservice teachers (PSTs) perceive subject matter. Beliefs also impact the decisions they make about teaching and learning mathematics. In this exploratory descriptive case-study I investigated in what ways three PSTs describe their experiences as K-12 mathematics learners, how the PSTs perceive their abilities to teach mathematics prior to participating in an introductory elementary mathematics methods course, how the PSTs perceive their abilities to teach mathematics after participating in an introductory elementary mathematics methods course, and what catalysts, relative to their experiences, do the PSTs consider noteworthy in the development of their beliefs and concurrent pedagogy about teaching mathematics to elementary students. I utilized constant comparative methods (Strauss and Corbin, 1998; Denzin and Lincoln, 1994; Strauss, 1987; Miles and Huberman, 1984) to analyze the data and identify overarching themes related to the goals of the study.
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 Elementary School Teachers' Perceptions of Mathematics Education Experiences by : Christine McElhaney
Download or read book Pre-Service Elementary School Teachers' Perceptions of Mathematics Education Experiences written by Christine McElhaney and published by . This book was released on 2016 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to examine the perceptions about mathematics of pre-service elementary school teachers at a small private university in the Midwestern United States. The theoretical framework used for this research study came from Bandura's Social Cognitive Theory, including the component of teacher efficacy. Because mathematics is a fundamental subject for students to develop skills necessary for various 21st century careers, this qualitative phenomenological study sought to examine how pre-service teachers perceived their ability and confidence to teach mathematics. I limited the choice of participants to elementary pre-service teachers who had not yet completed any mathematics methods courses, because there was a gap in the literature for this population. I used individual interviews, focus group meetings, and a visualization activity as my methods of data collection. The data collected from this study illuminated 3 common themes: factors that positively influenced mathematical perceptions, factors that negatively influenced mathematical perceptions, and attitudes generated toward mathematics as the result of experiences. Factors such as hands-on/visual activities, teacher support, and thorough explanations of mathematical concepts created positive perceptions, whereas ineffective teacher instruction, progression of advanced mathematical concepts leading to frustration, and feelings of intimidation about asking questions and attending help sessions created negative mathematical perceptions. Positive or negative perceptions shaped each participant's attitudes toward mathematics, and future research must examine how pre-service teachers may be best prepared to learn and utilize effective teaching practices and develop confidence to teach mathematics as future educators.
Book Synopsis Beliefs: A Hidden Variable in Mathematics Education? by : G.C. Leder
Download or read book Beliefs: A Hidden Variable in Mathematics Education? written by G.C. Leder and published by Springer Science & Business Media. This book was released on 2005-12-28 with total page 367 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on aspects of mathematical beliefs, from a variety of different perspectives. Current knowledge of the field is synthesized and existing boundaries are extended. The volume is intended for researchers in the field, as well as for mathematics educators teaching the next generation of students.
Book Synopsis Towards an Understanding of Preservice Teachers' Perceptions of an Elementary Mathematics Curriculum and Instruction Course by : Carol Marie Hauk
Download or read book Towards an Understanding of Preservice Teachers' Perceptions of an Elementary Mathematics Curriculum and Instruction Course written by Carol Marie Hauk and published by . This book was released on 1987 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Joanne M. (Joanne Marie) Graham Publisher :National Library of Canada = Bibliothèque nationale du Canada ISBN 13 :9780612354012 Total Pages :436 pages Book Rating :4.3/5 (54 download)
Book Synopsis Elementary Inservice and Preservice Teachers' Perceptions of the Current Mathematics Reform Movement [microform] by : Joanne M. (Joanne Marie) Graham
Download or read book Elementary Inservice and Preservice Teachers' Perceptions of the Current Mathematics Reform Movement [microform] written by Joanne M. (Joanne Marie) Graham and published by National Library of Canada = Bibliothèque nationale du Canada. This book was released on 1998 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Contemporary Research in Adult and Lifelong Learning of Mathematics by : Katherine Safford-Ramus
Download or read book Contemporary Research in Adult and Lifelong Learning of Mathematics written by Katherine Safford-Ramus and published by Springer. This book was released on 2018-08-17 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a selection of 15 papers developed by participants in ICME 13 held in Hamburg , presenting insights from the latest research on the andragogy of adult and lifelong learning of mathematics. It also investigates open questions, such as numeracy and mathematics skills, social and psychological influences on learning environments, as well as economic and political demands. The chapters offer examples, while at the same time highlighting important directions for further research. The book is divided into four parts: The first section provides an overview on the concept of “numeracy”, and the second focuses on adult students who are learning mathematics; the third part presents a teachers’ focus and the final part covers overarching themes. The book is of interest to classroom teachers, university teacher educators, and professional development providers.
Book Synopsis Alternative Versus Traditionally Certified Teachers by : Jonathan Glen Maxwell
Download or read book Alternative Versus Traditionally Certified Teachers written by Jonathan Glen Maxwell and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine differences between first year and preservice elementary mathematics teachers by certification route. First, the instructional practices of 90 first year elementary mathematics teachers were analyzed. Secondly, nine elementary mathematics teachers were interviewed concerning instructional practices. Finally, weighted effect sizes were compared to determine if differences existed between route to certification and correct responses to the mathematics portion of the Early Childhood-6th grade Texas Examinations of Educator Standards (TExES) for every person who took the assessment during the year 2012. First year elementary mathematics teachers (n=90) were given an online survey about instructional practices with questions covering the topics of Assessment Use, Performance Procedures, Communicative Understanding, Making Connections and Active Learning. The survey came from the Survey of Instructional Practices, Teacher Survey for Grades K-8. The first year teachers were grouped by their route to certification. The groups were Traditional-University Based, Alternative-University Based, Alternative-Non-University Based, and Post Baccalaureate. MANOVA was utilized to determine if there were statistical differences between the responses to the five question groups along with calculating the effect sizes. The data in the study demonstrated that there was little to no difference between the uses of instructional strategies in the elementary mathematics classroom of first year teachers, no matter their route to certification. A cross-case study involving first year elementary mathematics teachers was then conducted. The findings of this study also showed that in a small sample, the teachers who were alternatively certified employed the use of manipulatives more often than the teachers who were traditionally certified and were also more knowledgeable as to why different strategies were important to use in the mathematics classroom when compared to their traditionally certified counterparts. Data from all participants who attempted the mathematics portions of the Texas Examinations of Educator Standards Generalist Early Childhood - 6th grade in 2012 were collected from the Texas Education Agency and were analyzed in two ways using the grouping variable of route to certification. First each question was treated as an independent study and analyzed by calculating the variance of the average proportion and then calculating the weighted effect size. For each question, the weighted effect sizes were compared using analog to the analysis of variance. The weighted effect sizes from the data from the Texas Education Agency on the 2012 mathematics portion of the Texas Examinations of Educator Standards, Generalists Early Childhood - 6th grade pointed out that preservice elementary mathematics teachers from alternative routes were outperformed by their traditionally certified colleagues in the areas of Mathematical Instruction, Number Concepts and Operations, Patterns and Algebra, Geometry and Measurement, Probability and Statistics, and Mathematical Processes. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/152588
Book Synopsis Preservice Teachers' Beliefs about the Nature of Mathematics and Effective Use of Information and Communication Technology by : Sean Beaudette
Download or read book Preservice Teachers' Beliefs about the Nature of Mathematics and Effective Use of Information and Communication Technology written by Sean Beaudette and published by . This book was released on 2012 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed methods study was to document and examine the beliefs held by preservice elementary teachers prior to entering a teacher education program concerning the nature of mathematics and their perceptions about the effective use of information and communication technology (ICT) for mathematics instruction. Through an online questionnaire (N=132) followed by interviews of purposefully selected respondents (n=8), the following questions were addressed: (1) What beliefs do preservice elementary mathematics teachers hold upon entering teacher education programs regarding the nature of mathematics? (2) What beliefs do preservice elementary mathematics teachers hold upon entering teacher education programs about how ICT should be used in the classroom? and (3) How do preservice elementary mathematics teachers' beliefs about the nature of mathematics relate to their views about the use of ICT in teaching mathematics? Video-elicitation was used in the interviews to determine how respondents perceived various uses of interactive whiteboards. Respondents were grouped based on their beliefs about the nature of mathematics and their reactions to the videos that they were shown. It was discovered that interview respondents who held contrasting views about the nature of mathematics also held differing beliefs about teaching and learning as well as the benefits of ICT. Respondents who saw mathematics as a set of fixed naturally occurring rules, an Absolutist view, favoured teacher directed use of ICT to support the transmission of knowledge. On the other hand, those who viewed mathematics as a human construct, a Fallibilist image, were more in favour of ICT use to support student mathematics investigation and talk. The existence of a potential hidden curriculum was also discovered. Although all interview participants were shown the same videos, respondents in the two groups perceived roles of the teacher and students in the videos that were aligned with their beliefs about the nature of mathematics and teaching and learning.
Book Synopsis The Mathematics Education of Elementary Teachers by : Lynn C. Hart
Download or read book The Mathematics Education of Elementary Teachers written by Lynn C. Hart and published by IAP. This book was released on 2016-07-01 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an edited volume addressing specific issues of significance for individuals involved with the undergraduate mathematics content preparation of prospective elementary teachers (PSTs). Teaching mathematics content courses to this group of students presents unique challenges. While some PSTs enter their teacher preparation with weak mathematical skills and knowledge, many also hold negative attitudes, anxiety, and misguided beliefs about mathematics. This book is designed to support instructors who teach these students in mathematics content for elementary teachers courses. Elementary teachers need a richly developed understanding of the mathematics they are teaching in order to teach it effectively. Providing them with the needed preparation is difficult, but can be eased with a solid understanding of the mathematical concerns and limitations PSTs bring to the learning of mathematics and a familiarity with the standards and curricula topics PSTs will be expected to teach. Chapter One makes the argument that elementary mathematics is not trivial. This is followed by an analysis of four central issues related to the mathematical preparation of elementary teachers, specifically: (1) selecting/creating/modifying and implementing mathematical tasks (2) noticing/understanding children’s ways of thinking as a foundation for learning mathematics, (3) developing mathematical habits of mind in PSTs, and (4) understanding the role affect plays in the mathematical learning of PSTs. The final chapter presents three international examples of programs that currently consider these factors in the implementation of their courses.
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 Insights Into the Beliefs and Practices of Preservice Elementary Mathematics Teacher Educators by : Linda Ann Arnold
Download or read book Insights Into the Beliefs and Practices of Preservice Elementary Mathematics Teacher Educators written by Linda Ann Arnold and published by . This book was released on 2013 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this naturalistic inquiry was to explore and analyze aspects of the reported beliefs and practices of a group of preservice elementary mathematics teacher educators. Until now, researchers have had little understanding of beliefs and practices of teachers in elementary mathematics methods classrooms, despite the fact that teacher educators' beliefs and practices have profound effects on what happens in thousands of classrooms every day. The qualitative research in this study offered insights with the potential to inform higher educational practice in regard to the preparation of elementary mathematics teachers and mathematics teacher educators. Participants were six professors and instructors of elementary math methods courses at six different colleges and universities. A series of 18 in-depth interviews, three with each participant, allowed context, nuance, and detail to be closely examined. Typological analysis led to the emergence of six themes. They dealt with consistency, challenge, content, methods, resources, and reasons. Details related to those themes helped to illuminate what the working experience of a preservice elementary mathematics teacher is like. Study conclusions indicated (a) general consistency, with some exceptions, between reported beliefs and reported practices; (b) some common challenges faced by most participants, particularly in regard to limited elementary classroom experience, and perceived time constraints; (c) wide variation in content and methods despite agreement on teaching philosophy; (d) perceived student needs as the main reported basis of participant teaching decisions, and; (e) some indication of the extent of influence of curricular and pedagogical reform as elementary mathematics teacher educators sought to enact generally constructivist inspired teaching visions. Recommendations for educators, researchers and policy makers stemming from these conclusions have potential benefits for elementary mathematics teacher preparation.
Book Synopsis Preservice Elementary Teachers' Conceptions of Algebra and Algebraic Equivalence by : Ana C. Stephens
Download or read book Preservice Elementary Teachers' Conceptions of Algebra and Algebraic Equivalence written by Ana C. Stephens and published by . This book was released on 2004 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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