Pre-Service Teachers as Agents of Change in the Mathematics Classroom: A Case Study

Autor/inn/en	White, Jillian; Johnson, Patrick; Goos, Merrilyn
Titel	Pre-Service Teachers as Agents of Change in the Mathematics Classroom: A Case Study
Quelle	In: Mathematics Teacher Education and Development, 23 (2021) 1, S.54-73 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Preservice Teachers; Change Agents; Mathematics Education; Foreign Countries; Problem Solving; Learner Engagement; Problem Based Learning; Secondary School Students; Student Attitudes; Mathematics Instruction; Teacher Attitudes; Barriers; Curriculum Implementation; Ireland + Suchen Sie Ihr Suchwort? Mathematische Bildung; Ausland; Problemlösen; Problem-based learning; Problemorientiertes Lernen; Sekundarschüler; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Irland
Abstract	The pre-service teacher followed in this paper aimed to act as an agent of change during a time of reform in Irish secondary mathematics education. A teacher-researcher led action research project was conducted to depict the reality of the situation regarding the implementation of mathematical problem solving from a variety of perspectives-namely those of the pre-service teacher/teacher-researcher, the secondary school students, and the other mathematics teachers in the school. A problem-based approach to teaching and learning was implemented by the pre-service teacher using Van de Walle's teaching through problem solving framework in an attempt by the pre-service teacher to enact change at the classroom level. Following this intervention, participating students showed an improvement in engagement with mathematical problem solving and expressed positive opinions regarding the problem-based approach to teaching and learning. Meanwhile, other mathematics teachers in the school expressed concerns relating to the reality of implementing problem solving in their classrooms; however, these concerns were not issues faced by the author when implementing problem solving in the same setting. When these concerns were indirectly challenged by the preservice teacher a change in conversation occurred. (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: https://mted.merga.net.au/index.php/mted/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01