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Towards An Understanding Of Preservice Teachers Perceptions Of An Elementary Mathematics Curriculum And Instruction Course
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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:
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 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 Understanding Experiences in a Mathematics Content Course for Preservice Teachers by : Natalia Judith Bailey
Download or read book Understanding Experiences in a Mathematics Content Course for Preservice Teachers written by Natalia Judith Bailey and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics educators have long been interested in teachers' beliefs about mathematics. Researchers have connected teachers' beliefs with their practices, providing a sound reason for the examination of beliefs of preservice teachers. Unfortunately, researchers have also documented that many elementary preservice teachers have negative attitudes toward mathematics coupled with anxiety and the belief that mathematics is a static collection of disconnected rules. A mathematics content course for preservice teachers is one place in an education program where instructors may have an opportunity to provide activities that may solidify preservice teachers' beliefs about mathematics or provide an opportunity to reexamine their beliefs. However, these opportunities may differ depending on the beliefs of the mathematics content course instructor. In this dissertation, I examine the experiences of preservice teachers in two different sections of a mathematics content course. Using interviews with the course instructors before the course began, classroom observations during the course, and interviews with preservice teachers after the completion of the course I ask how preservice teachers understand their experiences in the course, particularly considering its alignment with their beliefs about mathematics. From this case study, it appears as though the instructors' perspectives of their students influenced classroom interactions, which students report as influencing both their beliefs about mathematics and their beliefs about mathematics teaching. Furthermore, instructors' instructional decisions are interpreted by their students, sometimes in ways unanticipated by the instructor. General recommendations for instruction in mathematics content courses for preservice teachers are provided.
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 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 How should I know? by : Kathleen T. Nolan
Download or read book How should I know? written by Kathleen T. Nolan and published by BRILL. This book was released on 2019-02-18 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: Elementary preservice teachers’school experiences of mathematics and science have shaped their images of knowing, including what counts as knowledge and what it means to know (in) mathematics and science. In this book, preservice teachers’ voices challenge the hegemony of official everyday narratives relating to these images. The book is written as a parody of a physical science textbook on the topic of light, presenting a kaleidoscope of elementary preservice teachers’ narratives of knowing (in) mathematics and science. These narratives are tied together by the metaphorical thread of the properties of light, but also held apart by the tensions and contradictions with/in such a critical epistemological exploration. Through a postmodern lens, the only grand narrative that could be imag(in)ed for this text is one in which the personal lived experience narratives of the participants mingle and interweave to create a sort of kaleidoscope of narratives. With each turn of a kaleidoscope, light’s reflection engenders new patterns and emergent designs. The narratives of this research text highlight patterns of exclusion, gendered messages, binary oppositions, and the particle nature and shadowy texture of knowing (in) mathematics and science. The presentation format of the book emphasizes the reflexive and polyphonic nature of the research design, illustrated through layers of spoken text with/in performative text with/in metaphorical text. The metaphor of a kaleidoscope is an empowering possibility for a critical narrative written to both engage and provoke the reader into imag(in)ing a critical journey toward possibilities for a different “knowing by heart” in mathematics and science and for appreciating lived experience narratives with/in teacher education.
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 Proceedings Of The 14th International Congress On Mathematical Education (In 2 Volumes) by : Jianpan Wang
Download or read book Proceedings Of The 14th International Congress On Mathematical Education (In 2 Volumes) written by Jianpan Wang and published by World Scientific. This book was released on 2024-06-07 with total page 1609 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Congress on Mathematical Education (ICME) is the largest international conference on mathematics education in the world. This quadrennial event is organized under the auspices of the International Commission on Mathematical Instruction (ICMI). This book, the Proceedings of ICME-14, presents the latest trends in mathematics education research and mathematics teaching practices at all levels. Each chapter covers an extensive range of topics in mathematics education.Volume I consists of 4 Plenary Lectures, 3 Plenary Panels, 5 Lectures of Awardees, 4 Survey Teams, 62 Topic Study Groups, 13 Discussion Groups, 20 Workshops, a Thematic Afternoon, and an Early Career Researcher Day. Plenary Lectures recognize substantial and continuing contributions to the growth of the field of Mathematics Education. Plenary Panels address three major challenges currently facing mathematics educators across the globe. The Survey Teams have a particular emphasis on identifying and characterizing important new knowledge, recent developments, new perspectives, and emergent issues. The Topic Study Groups provides a coverage of important topics in mathematics education.Volume II consists of 50 invited lectures which present the work and reflections of both established and emerging researchers from around the world. These lectures cover a wide spectrum of topics, themes and issues that reflect the latest challenges and development in the field of mathematics education.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis What it Means to be an Elementary Mathematics Teacher: Changing Practices and Understandings Over the Course of Preservice Professional Development by : Susan Michelle Scharton
Download or read book What it Means to be an Elementary Mathematics Teacher: Changing Practices and Understandings Over the Course of Preservice Professional Development written by Susan Michelle Scharton and published by . This book was released on 2007 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Four findings emerged from data analysis: (1) with more professional development, preservice teachers' beliefs become increasingly aligned with a reform perspective; (2) with more professional development, preservice teachers' views of mathematics teaching and learning become more complex; (3) there is a change in the support preservice teachers provide students from using a few teacher strategies that lead students toward a correct answer to a wider range of strategies that elicits students' processes; and (4) teaching practices are differentiated by the degrees to which preservice teachers focus on process and product while engaged in teaching and learning.
Book Synopsis The Impact of a Constructivist Framework on Preservice Teachers' Number Sense Concepts and Their Beliefs and Attitudes about the Teaching and Learning of Mathematics by : Mona Charly Majdalani
Download or read book The Impact of a Constructivist Framework on Preservice Teachers' Number Sense Concepts and Their Beliefs and Attitudes about the Teaching and Learning of Mathematics written by Mona Charly Majdalani and published by . This book was released on 1993 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Elementary Preservice Teachers' and Elementary Inservice Teachers' Knowledge of Mathematical Modeling by : Sara Schwerdtfeger
Download or read book Elementary Preservice Teachers' and Elementary Inservice Teachers' Knowledge of Mathematical Modeling written by Sara Schwerdtfeger and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the differences in knowledge of mathematical modeling between a group of elementary preservice teachers and a group of elementary inservice teachers. Mathematical modeling has recently come to the forefront of elementary mathematics classrooms because of the call to add mathematical modeling tasks in mathematics classes through the Common Core State Standards (NGACBP & CCSS, 2010). According to Ellis and Berry (2005), the recommendation for teachers to think differently about teaching mathematics includes more comprehensive knowledge of mathematics continuing beyond rote facts, skills, and procedures. Although preservice teachers and inservice teachers vary in teaching experience, their knowledge in mathematical modeling may be similar as, quite possibly, neither had explicit instruction during their elementary education programs. In learning and teaching mathematics, the modeling approach can be useful by directing the focus on creating generalizable and reusable relations rather than solving a particular problem (Doerr & English, 2003). This survey research, tailored design method employed a brief online survey to a convenience sample of preservice and inservice elementary teachers to gain information about their knowledge of mathematical modeling in the elementary school classroom. For the purposes of this research, the definition of mathematical modeling was applying mathematics to real world problems with the purpose of understanding the problem. This study used non-experimental, survey research to determine if there was a statistical significant difference between preservice teachers' and inservice teachers' knowledge of mathematical modeling. Independent t-tests were used to determine there was no statistical significant difference in elementary preservice teachers and elementary inservice teachers knowledge of mathematical modeling. Another aspect of this research was to determine if any variables were able to predict the preservice or inservice teachers' knowledge of mathematical modeling. Multiple regression was used to determine the variables of years of teaching experience, grade level currently taught, or type of school in which teaching occurs did not have any predictor aspects of knowledge of mathematical modeling. ANOVA was used to determine there was no relationship between preservice and inservice teachers' perceived knowledge of mathematical modeling and their actual knowledge of mathematical modeling.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis PRE-SERVICE TEACHERS ATTITUDES by : King-Shun Leung
Download or read book PRE-SERVICE TEACHERS ATTITUDES written by King-Shun Leung and published by Open Dissertation Press. This book was released on 2017-01-27 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Pre-service Teachers' Attitudes Towards Mathematics and Mathematics Education" by King-shun, Leung, 梁景信, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract The following three affective characteristics of 141 pre-service primary teachers were studied in this research: their belief about mathematics, their attitude towards mathematics teaching and their self-concept about mathematics. The interrelation among these characteristics was investigated and the factors associated with them were also explored. A questionnaire composed of both fixed response and free response items was employed as the instrument. Implications of the research findings for mathematics education in general and primary mathematics teacher education in particular were also discussed. iv DOI: 10.5353/th_b3010651 Subjects: Mathematics - Study and teaching (Elementary) Mathematics - Study and teaching - China - Hong Kong Student teachers - China - Hong Kong - Attitudes Student teachers - Attitudes
Book Synopsis A Study of Prospective Elementary Teachers' Perceptions and Reflections While Investigating Children's Thinking in a Mathematics for Teaching Course by :
Download or read book A Study of Prospective Elementary Teachers' Perceptions and Reflections While Investigating Children's Thinking in a Mathematics for Teaching Course written by and published by . This book was released on 2009 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher educators use children's thinking activities as a means to prepare prospective teachers to teach mathematics. Research in methods courses and student teaching practica has shown these types of activities help prospective teachers deepen their own mathematical knowledge as well as better understand how children think. This study investigates prospective teachers' perceptions in a mathematics for teaching course when using children's thinking activities. Specifically, this study documents how four case study students perceived of the activities, their own and children's mathematical thinking, and the role of language in mathematics teaching and learning. Observations, interviews, and written class work were analyzed through the generation of themes within and across cases. It was found that all of the participants perceived the children's thinking activities as beneficial to providing insight into how children think mathematically. In contrast, two of the four participants did not perceive the activities as supportive of their own mathematical learning. However, the participants' reflections, both on children's mathematical thinking and their own, showed that all participants grappled with important mathematical concepts. Specifically, through consideration of their own thinking, children's strategies, and children's understanding, participants discussed the fractional whole, the meaning of operations, and connections among strategies, among other topics. This difference between how the participants perceived the use of children's thinking activities and what was evidenced through their reflections suggests that participants might have felt a stigma in studying elementary mathematics. While the participants did not often reflect on the role of language in teaching and learning mathematics, they did articulate various ideas regarding language and mathematics, in particular regarding the instruction of English Language Learners (ELLs). They discussed ways to help ELLs acquire mathematical language, which three participants saw as more than just vocabulary. All participants also thought it was important for children to express their mathematical understanding. However, two participants seemed to conceive of a unique way to express that understanding. This finding suggests that prospective teachers need to be critically exposed to literature regarding mathematics instruction of language-minority children.
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.
