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.
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.
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.
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.
Download or read book Proceedings of the 13th International Congress on Mathematical Education written by Gabriele Kaiser and published by Springer. This book was released on 2017-10-31 with total page 735 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is open access under a CC BY 4.0 license. The book presents the Proceedings of the 13th International Congress on Mathematical Education (ICME-13) and is based on the presentations given at the 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 brought together about 3.500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. Directly before the congress activities were offered for 450 Early Career Researchers. The proceedings give a comprehensive overview on the current state-of-the-art of the discussions on mathematics education and display the breadth and deepness of current research on mathematical teaching-and-learning processes. The book introduces the major activities of ICME-13, namely articles from the four plenary lecturers and two plenary panels, articles from the five ICMI awardees, reports from six national presentations, three reports from the thematic afternoon devoted to specific features of ICME-13. Furthermore, the proceedings contain descriptions of the 54 Topic Study Groups, which formed the heart of the congress and reports from 29 Discussion Groups and 31 Workshops. The additional important activities of ICME-13, namely papers from the invited lecturers, will be presented in the second volume of the proceedings.
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:
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:
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.
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:
Download or read book The Mathematical Education of Teachers II written by Conference Board of the Mathematical Sciences and published by American Mathematical Soc.. This book was released on 2012 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report is a resource for those who teach mathematics and statistics to PreK-12 mathematics teachers, both future teachers and those who already teach in our nation's schools. The report makes recommendations for the mathematics that teachers should know and how they should come to know that mathematics. It urges greater involvement of mathematicians and statisticians in teacher education so that the nation's mathematics teachers have the knowledge, skills, and dispositions needed to provide students with a mathematics education that ensures high school graduates are college- and career-ready as envisioned by the Common Core State Standards. This report draws on the experience and knowledge of the past decade to: Update the 2001 Mathematical Education of Teachers report's recommendations for the mathematical preparation of teachers at all grade levels: elementary, middle, and high school. Address the professional development of teachers of mathematics. Discuss the mathematical knowledge needed by teachers at different grade levels and by others who teach mathematics such as elementary mathematics specialists, special education teachers, and early childhood educators. Each of the MET II writers is a mathematician, statistician, or mathematics educator with substantial expertise and experience in mathematics education. Among them are principal investigators for Math Science Partnerships as well as past presidents and chairs of the American Statistical Association, Association of Mathematics Teacher Educators, Association of State Supervisors of Mathematics, Conference Board of the Mathematical Sciences, and National Council of Teachers of Mathematics. The audience for this report includes all who teach mathematics to teachers--mathematicians, statisticians, and mathematics educators--and all who are responsible for the mathematical education of teachers--department chairs, educational administrators, and policy-makers at the national, state, school-district, and collegiate levels.
Download or read book Helping Children Learn Mathematics written by National Research Council and published by National Academies Press. This book was released on 2002-07-31 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
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.
Download or read book Cases for Mathematics Teacher Educators written by Dorothy Y. White and published by IAP. This book was released on 2016-10-01 with total page 511 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Association of Mathematics Teacher Educators (AMTE) in its 2015 position paper on Equity in Mathematics Teacher Education provides a list of actions for mathematics teacher educators (MTE’s) to help them develop and implement equitable practices. The position paper states it is critical that mathematics teacher educators: “Model equity?based pedagogy that emphasizes rich and rigorous mathematics; elicit and build on children’s and young adults’ mathematical thinking; connect to P?12 students’ cultural/linguistic knowledge and backgrounds as well as individual interests; facilitate mathematical discourse; minimize status issues by expanding broader participation and engagement where varied mathematical strengths are valued; and promote positive mathematical identity and agency (p. 2)”. Cases for Mathematics Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms provides an excellent resource to start conversations describing the enactment of these actions. The book is organized into three main sections: (1) Conversations About Inequities in Mathematics Methods Courses, (2) Conversations About Inequities in Mathematics Content Courses, and (3) Conversations about Inequities in Graduate and Professional Development Contexts. Across these sections there are 19 cases and 57 corresponding commentaries focused on dilemmas that arise when mathematics teacher educators foreground equity in their work. This book of cases provides a needed resource for MTEs to engage prospective teachers, practicing teachers, and future teacher educators in discussions about inequities, privilege, and oppression in society, in schools, and in the mathematics classroom. It is the product of the thinking and experiences of 87 authors who are committed to the improvement of mathematics teacher education.
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:
Download or read book Elementary Teacher Perceptions of Math Professional Development on Mathematics Instruction written by Chad Sutton and published by . This book was released on 2017 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this heuristic case study was to describe the professional development experiences of kindergarten to fifth grades teachers that participated on a mathematics action research team and represented five different elementary schools in a large suburban school district. The central question for this study was: How do teachers, who participate on a mathematics action research team, perceive their experiences with professional development? Data collection included personal narratives in the form of journal entries, individual teacher interviews, and a theoretical focus group interview. Teachers gained confidence and motivation as they witnessed their students develop confidence in themselves as mathematicians. Collaboration with other teachers was a critical element in the process of teachers transforming their instructional practices. Implications for leadership suggest that relevance of professional development is the foundation for supporting teachers in transforming their instructional practices.
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:
Download or read book STEM Integration in K 12 Education written by National Research Council and published by National Academies Press. This book was released on 2014-02-28 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education. This report identifies and characterizes existing approaches to integrated STEM education, both in formal and after- and out-of-school settings. The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education. STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States. STEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education. This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes.
