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 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 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:
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 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 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 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 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 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:
Download or read book Elementary teachers perceptions surrounding new mathematics reform implications for teachers self efficacy written by Rey E. Serrano and published by . This book was released on 2017 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Elementary Teachers Perceptions of Growing with Mathematics How Well Does the Series Meet the Needs of District Teachers and Students as They Strive to Meet Standards of Mathematical Reform written by Susan C. Newman and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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.
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 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.
Download or read book Investigating the Development of Pre service Elementary Teachers Mathematics Self efficacy Beliefs and Learning Goals written by Christine M. Phelps and published by . This book was released on 2009 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher educators may need to pay attention to pre-service elementary teachers' motivation to learn mathematics in order to help them develop a deep level of understanding from their mathematics content courses for teachers (content courses) and to help them develop the disposition to learn mathematics throughout their careers. In this dissertation I examine mathematics self-efficacy and mathematics learning goals, two constructs of pre-service teachers' motivation. Since few studies have been conducted on pre-service teachers' mathematics self-efficacy and learning goals, Chapter 1 reviews the literature on the mathematics self-efficacy and learning goals of other populations. Using these studies, I develop and provide evidence for a model on how pre-service teachers' mathematics self-efficacy and learning goals could develop and influence learning. Then, in Chapter 2, I present results of a study I conducted examining one sample of pre-service elementary teachers' mathematics self-efficacy and learning goals. Survey results identify participants' (n = 61) self-efficacy beliefs and learning goals for learning mathematics. Results from interviews using narrative analysis indicate that participants (n = 22) believe past performance, vicarious experiences, verbal persuasions, career goals, and the nature of mathematics in their classes influenced the development of their mathematics self-efficacy and learning goals. Participants were grouped into two categories: productive and non-productive self-efficacy beliefs and learning goals. Results indicate one difference between the two groups is the self-reported effect of the content courses on participants' mathematics self-efficacy beliefs and learning goals. In particular, participants' talk about the effect on their self-efficacy and learning goals of their performance in the content courses, their awareness of their career goals in the content courses, and the fit between their beliefs about math and the math in the content courses. These results increase our knowledge of how mathematics self-efficacy beliefs and learning goals develop and have implications for how teacher educators design mathematics content courses. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
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.
