A quantitative study of the effects of informal mathematics activities on the beliefs of preservice elementary school teachers.

Autor/inn/en	Roscoe, Matt; Sriraman, Bharath
Titel	A quantitative study of the effects of informal mathematics activities on the beliefs of preservice elementary school teachers.
Quelle	In: ZDM : mathematics education, 43 (2011) 4, S. 601-615 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-011-0332-7
Schlagwörter	Bildungsforschung; Pädagogische Forschung; Vorstellung (Psy); Grundschule; Lehrer; Lehrerausbildung
Abstract	This study sought to determine the relationship between participation in informal mathematics activities and the formal-to-informal beliefs of university teacher candidates in elementary education. Three classes of preservice teachers participated in the study through their enrollment in a content mathematics course for elementary education majors. Four informal mathematics activities were employed as part of the course requirements. Before and after formal-to-informal beliefs about mathematics and mathematics instruction were measured using a Likert-scale beliefs assessment instrument used by Collier (J Res Math Educ 3(3):155-163, 1972) and Seaman et al. (School Sci Math 105(4):197-210, 2005, see ME 2007e.00072). Changes in beliefs about mathematics and mathematics instruction were compared to a control group. Student reflection upon personal experience derived from participation in the activities was analyzed for formal and informal belief statements.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2012/3