In-Service and Prospective Teachers’ Views About Modelling Tasks in the Mathematics Classroom – Results of a Quantitative Empirical Study

Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research.

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Prospective Teachers’ Belief of an Ideal Mathematics Classroom: Changes over Time

Jurnal Riset Pembelajaran Matematika Sekolah ◽

10.21009/jrpms.042.07 ◽

2020 ◽

Vol 4 (2) ◽

pp. 52-58

Author(s):

Dhitta Puti Sarasvati Ramli

Keyword(s):

Prospective Teachers ◽

Teaching And Learning ◽

Mathematics Classroom ◽

Prospective Students ◽

Teaching And Learning Mathematics ◽

Learning Mathematics ◽

Practice Teaching ◽

Changes Over Time ◽

Over Time ◽

Made In

This research aims to qualitatively portrait the changes of beliefs that the prospective teachers have since they were at the middle of their second year until the end of their third year in university. The data from this research is taken from the reflection the prospective teachers made in February 2017 and an interview done on the same prospective students in May 2019. The research shows that prospective teachers’ belief of an ideal classroom changes over time and their reason is categorized by several reasons such as the courses they take, their experiences when practice teaching students in schools, and also by the exposure they have related to the resources related to teaching and learning mathematics.

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A Laboratory Course in Making Visual Aids for Mathematics Education

Mathematics Teacher ◽

10.5951/mt.44.2.0097 ◽

1951 ◽

Vol 44 (2) ◽

pp. 97-99

Author(s):

Raleigh Schorling ◽

Phillip S. Jones

Keyword(s):

Prospective Teachers ◽

Mathematics Classroom ◽

University Of Michigan ◽

Visual Aids ◽

Heavy Load ◽

Effective Learning ◽

Mathematics Classrooms ◽

Learning Aids ◽

The University ◽

First Job

A Novel course is being given at the University of Michigan for prospective teachers of mathematics. It provides an opportunity to make aids that illustrate basic concepts and principles of mathematics. Although teachers of mathematics have long used such learning aids as blackboards, graphs, models, etc., the fact is that most mathematics classrooms are too barren of things- of aids that illustrate concepts and principles. The student teacher completing this course may be far too busy when he starts carrying a heavy load on his first job to make learning aids himself. However, with the info rmation gained he should be able to so manage that each semester a few ingenious high school pupils will make them for use by the class, and thus contribute effective learning aids to the permanent equipment of the mathematics classroom.

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Promoting Writing in Mathematics: Prospective Teachers’ Experiences and Perspectives on the Process of Writing When Doing Mathematics as Problem Solving

Center for Educational Policy Studies Journal ◽

10.26529/cepsj.222 ◽

2013 ◽

Vol 3 (4) ◽

pp. 41-59

Author(s):

Ana Kuzle

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Problem Solving ◽

Prospective Teachers ◽

Positive Attitude ◽

Mathematics Classroom ◽

Education Programme ◽

Writing In Mathematics ◽

Metacognitive Processes ◽

Teachers Experiences

Despite a great deal of research on the benefits of writing in mathematics, writing plays a minimal role, if any, in secondary and tertiary mathematics education. In order for teachers to use writing in their classrooms, they themselves have to experience writing mathematics within the teacher education programme. The present paper reports on a study aimed at addressing this gap. In a problem-solving seminar, preservice teachers had an opportunity to experience writing in mathematics and report how this affected their problem-solving processes and shaped their attitudes towards incorporating writing in their classrooms. In order to provide a more detailed description of the phenomenon, four participants were chosen based on their beliefs about mathematics. All of the participants struggled with writing their explanations. Those who used writing as a method to support metacognitive processes while exploring mathematics tended to respond positively to the writing process. The others used writing merely as a method to produce a formal document to be evaluated by the instructor. Consequently, those who viewed writing and doing mathematics as an intertwined process expressed a positive attitude towards using writing in their mathematics classroom. This was, unfortunately, not the case when writing and doing mathematics were seen as two separate processes. Implications for teacher education programmes are presented at the end of the report.

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EFFECT OF MATHEMATICS LEARNING ON THE DEVELOPMENT OF MATHEMATICS CREATIVITY

International Journal of Research -GRANTHAALAYAH ◽

10.29121/granthaalayah.v5.i7.2017.2117 ◽

2017 ◽

Vol 5 (7) ◽

pp. 151-158

Author(s):

Jyoti Sharma

Keyword(s):

Empirical Study ◽

Creative Thinking ◽

Mathematics Classroom ◽

Mathematics Learning ◽

Stage I ◽

Classroom Teachers ◽

Mathematical Task ◽

Attitude Towards Mathematics ◽

Two Stages ◽

Creativity Task

The paper presents an empirical study done in Indian classrooms to understand the effect of mathematics learning experiences on the development of mathematics creativity. The study was designed in two stages, at stage I, it was planned to find out scope, practice and promotion of creative thinking in mathematics classroom; teachers’ own engagements with creative mathematical task and teachers’ attitude towards mathematics creativity. Stage II was designed to find out responses of students and teachers in mathematics creativity task. Responses of students were analyzed on the basis of three criteria: Originality, Mathematical Descriptors and Approach. The analysis of the study highlighted the conditioning of minds while learning, teaching and doing mathematics. It brings to our attention the more serious issues about how mathematics is presented and taught to the students.

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An Empirical Study On Covid-19 Induced Mood Swings And Anxiety On Prospective Teachers In Jesuit Colleges Of Education In India

International Journal of Humanities and Social Science ◽

10.14445/23942703/ijhss-v8i2p102 ◽

2021 ◽

Vol 8 (2) ◽

pp. 5-11

Author(s):

Anthony Raj S J P ◽

Vikramjit Singh ◽

Rupa Gupta

Keyword(s):

Empirical Study ◽

Prospective Teachers ◽

Colleges Of Education ◽

Induced Mood ◽

Education In India

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Las prácticas de justificación en el aula de matemáticas

PNA Revista de Investigación en Didáctica de la Matemática ◽

10.30827/pna.v5i3.6153 ◽

2011 ◽

Vol 5 (3) ◽

pp. 93-103

Author(s):

Mirela Rigo ◽

Teresa Rojano ◽

François Pluvinage

Keyword(s):

Elementary School ◽

Empirical Study ◽

Mathematical Knowledge ◽

Mathematics Classroom ◽

School Teacher ◽

Sixth Grade ◽

Elementary School Teacher ◽

Classroom Setting ◽

Longitudinal Case Study

En este artículo se exponen los resultados parciales de un estudio centrado en el análisis del papel que juega el convencimiento en la construcción del conocimiento matemático que se da en el aula. Se describen los resultados de una investigación empírica, centrada en el análisis de un estudio de caso longitudinal, en el que se examinan las prácticas de justificación y promoción de convencimiento a las que sistemáticamente recurre una profesora de sexto grado de primaria. Además de describir los patrones de racionalidad identificados en las clases observadas, se muestra que en el aula pueden converger, en un mismo recorrido discursivo, argumentos por razones y argumentaciones por motivos y que estas justificaciones son acumulativas, suelen ser implícitas, tienen límites borrosos y carecen de una estructura lineal. Justification Practices in the Mathematics Classroom The paper contains the partial outcomes of a study focused on analyzing the role played by convincingness in building mathematical knowledge in the classroom setting. The paper describes the findings of an empirical study that is centered on the analysis of a longitudinal case study, in which we analyze the justification practices and convincingness promotion systematically resorted to by a sixth-grade elementary school teacher. In addition to describing the patterns of rationality identified in the classes observed, this paper serves to show that in the classroom setting, reasons-based arguments and motive-based lines of argument can converge within one discursive path. Consequently the justifications are cumulative, apt to be implicit, with blurred outer borders and lack a linear structure.Handle: http://hdl.handle.net/10481/14598

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