Pre-service teachers’ experiences and the influences on their intentions for teaching primary school mathematics (original) (raw)
Related papers
2006
The purpose of this study was to determine pre-service mathematics teachers’ teaching and learning beliefs and examine the relationship between their beliefs and practices. Qualitative and quantitative research methods were designed for this study. Survey, semi-structured interviews, observations, and pre-service teachers’ written documents such as school practice portfolios were used to collect the data. Under the developed theoretical framework, it was found that some of the pre-service mathematics teachers ’ beliefs were consistent with their practices; while some of them presented different practices from their beliefs.
Case studies of preservice secondary mathematics teachers’ beliefs: Emerging and evolving themes
Mathematics Education Research Journal, 1996
Case studies were conducted to identify, describe, and compare three preservice teachers' beliefs about teaching and learning mathematics during their initial six months in a teacher education program. The research framework stipulated an inclusive conception of beliefs and used Ernest's,(1989) model to specify the beliefs under investigation. Repertory grid interviews were conducted to elicit emerging themes as the program began and evolving themes six months later. Data included responses to beliefs instruments, interview transcripts, program artifacts, and observation field notes. The researcher was a participant observer in the program. Subjects shared six emerging themes: classroom relationships, management, discovery activities, assessment, communication and motivation. Emerging themes differed in conceptions of student learning and in recognition of being in transition. Subjects shared four evolving themes: student learning, active student involvement, management and motivation. Evolving themes differed in attention to student responsibility, mathematical perspectives and regard for classroom environment and assessment.
Proceedings of the 29th conference of the …, 2006
Research suggests that pre-service teachers' beliefs about mathematics and mathematics teaching are a strong indicator of their future teaching practice. In this interview study, 16 pre-service secondary teachers were asked to reflect on their own school experiences and discuss their beliefs about what constitutes a good teacher and good teaching. Results indicate that pre-service teachers enter their teacher training with fixed views about mathematics instruction that are based largely on interpretations of how their own mathematics teachers taught the subject to them.
The purpose of this study was to determine pre-service mathematics teachers' teaching and learning beliefs and examine the relationship between their beliefs and practices. Qualitative and quantitative research methods were designed for this study. Survey, semi-structured interviews, observations, and pre-service teachers' written documents such as school practice portfolios were used to collect the data. Under the developed theoretical framework, it was found that some of the pre-service mathematics teachers' beliefs were consistent with their practices; while some of them presented different practices from their beliefs.
Learning in and from Practice: Pre-Service Teachers Investigate Their Mathematics Teaching
International Group For the Psychology of Mathematics Education, 2003
This study examines the learning of five pre-service teachers investigating a question stemming from their mathematics teaching as part of a final course project in their elementary teacher education program. Analysis of video recordings of group meetings and interviews indicate that as pre-service teachers completed their projects they developed a relationship with the discipline of mathematics and of teaching mathematics that included the inclination to seek conceptual understanding and pursue a stance of inquiry. This study builds on our understanding of connections between knowledge, practice, and identity and how a teacher education program can offer possibilities for pre-service teachers to negotiate new identities as mathematics teachers who can learn in and from practice.
Pre-Service Teacher’s Beliefs and Knowledge about Mathematics
Al-Jabar : Jurnal Pendidikan Matematika
This research describes the knowledge and beliefs of pre-service teachers about mathematics. Data collection of this research using written test of 143 mathematics pre-service teachers who have taken six semesters at Universitas PGRI Semarang, and interviewing of three pre-service teachers who are not consistent between knowledge and belief. The data are presented in the form of descriptive quantitative and analyzed qualitatively, including data reduction, data display, and conclusions drawing/verification. The results show that most of the knowledge of pre-service teachers are consistent with their beliefs. It is indicated that pre-service teachers’ knowledge has been internalized into a strong belief that affect their words and behaviors. The belief of almost half of pre-service teachers who become respondents changes because of lecturer activity effect. It can say that belief changes at any time, both the process of alteration and the formation of new beliefs as well as the reinf...
1995
This study followed one preservice teacher, Liz, as she progressed through her senior year of a secondary mathematics education program that illustrated and encouraged views congruous with the National Council of Teachers of Mathematics (NCTM) "Standards." At the start of the program Liz saw her role as one in whic_h it was her responsibility to create a classroom environment defined to be non-intimidating, non-frustrating, interesting, and motivating for her students. Throughout the year, her beliefs defining her role of teacher were strengthened by the program. In addition, a belief in the use of problem-solving activities evolved from her beliefs of her role of teacher. This belief in problem-solving activities, combined with her student teaching experience caused Liz to re-examine some of her earlier beliefs.
International Journal of Learning, Teaching and Educational Research
Many elementary pre-service teachers (PSTs) have negative experiences regarding learning mathematics. They carry these prior negative experiences with them as they take their mathematics methods courses for teaching young children and they express their lack of confidence in teaching mathematics. This qualitative and descriptive study describes 23 elementary PSTs' stated experiences, expectations, beliefs, and attitudes toward mathematics during their K-12 schooling and college mathematics courses. The study examines how a semesterlong methods course in mathematics provides these PSTs an opportunity to re-evaluate their assumptions about what mathematics is and the role of teachers and learners in mathematics classrooms. In addition, the study describes the challenges that the primary researcher and the instructor of the course face. It illustrates the strategies he uses to accommodate PSTs' professional transformation. Data was collected throughout participants' enrollment in a semester-long course called Mathematics Instruction in Preschool and the Primary Grades, which was taken in conjunction with their practicum. Data sources included university classroom observations, pre-service teachers' verbal and written responses to class discussions, reading assignments, course activities, presentations, and a final reflective paper. PSTs' responses were categorized and common themes were derived from the triangulation of data to include prospective teachers' critical reflections on teaching and learning, transformation of their stated beliefs and attitudes toward mathematics, and their concerns and struggles.
Preservice teachers' beliefs about the nature of mathematics
[Abstract] Research suggests a strong relationship between what teachers believe about mathematics and teaching mathematics and the way they teach. However, we know very little about the relationship between teachers’ beliefs and what they know about mathematics and how to teach it. For the past two years, we have been conducting research concerning the mathematics beliefs and conceptions of preservice elementary teachers. In this chapter, we describe how we have been doing this research and report some preliminary results of this on-going study.