Providing Space for Elementary Prospective Teachers' Viewpoints on Mathematics Content Courses: A Two-Dimensional Model of Learning

Autor/inn/en	Swars, Susan L.; Smith, Stephanie Z.; Smith, Marvin E.; Hart, Lynn C.; Carothers, Jody
Titel	Providing Space for Elementary Prospective Teachers' Viewpoints on Mathematics Content Courses: A Two-Dimensional Model of Learning
Quelle	In: Action in Teacher Education, 35 (2013) 5-6, S.372-386 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2013.846174
Schlagwörter	Teacher Education; Preservice Teachers; Student Attitudes; Mathematics Instruction; Pedagogical Content Knowledge; Caring; Relevance (Education); Interviews; Measures (Individuals); Case Studies; Comparative Analysis; Teaching Methods; Models; Semi Structured Interviews; Item Response Theory; Mixed Methods Research + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Care; Pflege; Sorge; Betreuung; Relevance; Relevanz; Interviewing; Interviewtechnik; Messdaten; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Item-Response-Theorie
Abstract	This multiple case study examined the experiences of two groups of elementary prospective teachers (N ?=?12) completing distinct mathematics content courses. The findings reveal perspectives on knowing, learning, and teaching mathematics as experienced in the context of these courses. One group characterized mathematics as a "record of knowledge," difficult to understand and lacking in relevance; learning occurred through rote memorization and via external expertise, with teaching typified as explaining. The other group portrayed mathematics as process-focused, internally constructed, and relevant; learning took place through a focus on children's thinking, with teaching characterized as guiding and questioning. The prospective teachers' mathematical beliefs and affect also emerged as key findings, coupled with the quantitative data revealing differences in specialized content knowledge for teaching mathematics. Two salient dimensions emerged as promoting learning in the courses: caring classroom practices and curricular relevance. These factors are situated in a two-dimensional model offering considerations for practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10