Changing Pre-Service Elementary Teachers' Beliefs about Mathematical Knowledge

Autor/inn/en	Stohlmann, Micah; Moore, Tamara; Cramer, Kathleen; Maiorca, Cathrine
Titel	Changing Pre-Service Elementary Teachers' Beliefs about Mathematical Knowledge
Quelle	In: Mathematics Teacher Education and Development, 16 (2015) 2, S.4-24 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Preservice Teachers; Student Teacher Attitudes; Knowledge Level; Mathematics Instruction; Program Effectiveness; Concept Formation; Mathematical Concepts; Attitude Change; Video Technology; Learning Activities; Elementary School Teachers; Elementary School Mathematics; Teaching Methods; Observation; Online Surveys; Reflection; Grade 5; Grade 6 + Suchen Sie Ihr Suchwort? Wissensbasis; Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Attitudinal change; Einstellungsänderung; Lernaktivität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	Studies have reported that pre-service teachers often enter teacher preparation programs with beliefs and attitudes not conducive to teaching the subject conceptually. In the USA, the Common Core State Standards for Mathematics have brought a renewed focus on procedural and conceptual understanding. However, many U.S. pre-service teachers have developed a procedural focus from their own schooling experience. This study investigated the effect of a mathematics and pedagogy course focused on conceptual understanding on one class of U.S. preservice elementary teachers' beliefs about mathematical knowledge. The course used the Lesh Translation Model (Lesh, 1979) to build conceptual understanding through multiple representations. While the change in beliefs from the beginning to the end of the course was investigated, this study also specifically investigated the change in beliefs arising from session activities concerning division by fractions. The course combined difficulties that students can have when taught procedurally, shown with example video, and conceptual understanding that students can display when taught with well-structured activities. This proved to be a useful combination for changing pre-service teachers' beliefs by showing the need to learn fraction division differently and then providing conceptual ways to think about this concept. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01