scholarly journals Preservice teachers’ expressed awarenesses: emerging threads of retro-spection of learning and pro-spection of teaching

2021 ◽  
Author(s):  
Chronoula Voutsina ◽  
Julie Alderton ◽  
Kirsty Wilson ◽  
Gwen Ineson ◽  
Gina Donaldson ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Elementary School Teachers ◽  
Retrospective Analysis ◽  
Mathematics Learning ◽  
Initial Teacher Education ◽  
Mathematical Activity ◽  
School Teachers ◽  
Teaching Evaluations ◽  
Elementary Preservice Teachers ◽  
Pedagogical Choices

AbstractIn this paper, we report an enquiry into elementary preservice teachers’ learning, as they engage in doing mathematics for themselves. As a group of researchers working in elementary Initial Teacher Education in English universities, we co-planned and taught sessions on growing pattern generalisation. Following the sessions, interviews of fifteen preservice teachers at two universities focused on their expressed awareness of their approach to the mathematical activity. Preservice teachers’ prospective planning and post-teaching evaluations of similar activities in their classrooms were also examined. We draw on aspects of enactivism and the notion of reflective “spection” in the context of teacher learning, tracing threads between preservice teachers’ retro-spection of learning and pro-spection of teaching. Our analysis indicates that increasing sensitivity to their own embodied processes of generalisation offers opportunities for novice teachers to respond deliberately, rather than to react impulsively, to different pedagogical possibilities. The paper contributes a new dimension to the discussion about the focus of novice elementary school teachers’ retrospective reflection by examining how deliberate retrospective analysis of doing mathematics, and not only of teaching actions, can develop awarenesses that underlie the growth of expertise in mathematics teaching. We argue that engaging preservice teachers in mathematics to support deliberate retrospective analysis of their mathematics learning and prospective consideration of the implications for teaching can enable more critical pedagogical choices.

Preservice-Teacher Interviews: A Tool for Motivating Mathematics Learning

2013 ◽  
Vol 1 (2) ◽  
pp. 137-147 ◽  
Author(s):  
Eva Thanheiser ◽  
Randolph A. Philipp ◽  
Jodi Fasteen ◽  
Krista Strand ◽  
Briana Mills
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Learning ◽  
Motivation To Learn ◽  
School Teachers ◽  
Teacher Interviews ◽  
Mathematics Courses ◽  
University Mathematics ◽  
Beliefs About Mathematics ◽  
Initial Content

Helping prospective elementary school teachers (PSTs) recognize that they have something useful to learn from university mathematics courses remains a constant challenge. We found that an initial content interview with PSTs often led to the PSTs' changing their beliefs about mathematics and about their understanding of mathematics, leading to the recognition that (a) there is something to learn beyond procedures, (b) their own knowledge is limited and they need to know more to be able to teach, and (c) engaging in the mathematical activities in their content courses will lead them to learning important content. Thus, such an interview can set PSTs on a trajectory characterized by greater motivation to learn in their content courses.

scholarly journals Effects Of A Problem-Solving-Based Mathematics Course On Number Sense Of Preservice Teachers

2004 ◽  
Vol 1 (2) ◽  
Author(s):  
Yea-Ling Tsao
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
Number Sense ◽  
Control Group ◽  
School Teachers ◽  
Entry Level ◽  
Mathematical Exploration ◽  
Mathematics Course

The purpose of this study was to investigate what level of number sense was possessed by preservice elementary school teachers. The sample was composed of students in six intact entry?level mathematics sections of a course populated by preservice elementary school teachers. One hundred fifty-five participants from these six classes completed data collection tasks during the Spring 2002 semester for the study. These courses are all problem-solving-based. A problem-solving-based mathematics course was designed to utilize manipulatives, problem solving approaches, and the cooperative learning environment. Students actively participate in problem-solving mathematical exploration. Research designs using a control group could not be used for this study, as the problem?solving?based classroom is the required method by the institution to teaching this mathematics class. The six combined classes form “one-group” with pretest/posttest corresponding to the pre-post-surveys. T?tests were used to compare the paired changes in number sense across time.The participating elementary school preservice teachers’ number sense changed between the beginning and the completion of the undergraduate mathematics content course. This change was significant at a = 0.01 for issues.

Challenging Preservice Elementary Teachers' Image of Rectangles

2013 ◽  
Vol 2 (1) ◽  
pp. 27-41
Author(s):  
Gayle Millsaps
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Preservice Elementary Teachers ◽  
School Teachers ◽  
Class Inclusion ◽  
Early Experiences ◽  
Concept Images ◽  
Mathematics Community

Preservice elementary school teachers (PSTs) often have difficulty understanding hierarchical (i.e., class inclusion) relationships between geometric shapes. In particular, PSTs' predisposition to place squares and rectangles in separate categories can be attributed to their concept images. Although the larger mathematics community prefers the hierarchical definitions of special quadrilaterals, the concept images of special quadrilaterals such as squares and rectangles that PSTs develop in their early experiences contribute to a preference for partitional definitions. This study examines the benefits and limitations of using the Shape Makers curriculum unit to modify preservice teachers' concept images and their definitions of special quadrilaterals.

Mathematics Anxiety and Mathematical Self-Concept: Considerations in Preparing Elementary-School Teachers

2009 ◽  
Vol 37 (5) ◽  
pp. 631-643 ◽  
Author(s):  
Mine Isiksal ◽  
Joanne M. Curran ◽  
Yusuf Koc ◽  
Cengiz S. Askun
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Educational System ◽  
Mathematics Anxiety ◽  
Negative Relationship ◽  
Self Concept ◽  
Teacher Education Programs ◽  
School Teachers ◽  
Mathematical Anxiety

The purpose of this study was to explore the effects of type of educational system and years spent in teacher education programs on preservice teachers' mathematics anxiety and mathematical self-concept scores. The sample consisted of 234 American and 276 Turkish early childhood and elementary school preservice teachers. The Abbreviated Mathematics Anxiety Scale (AMAS; Hopko, 2003) was used to measure how anxious preservice teachers feel during a specific mathematics related event. In order to measure the mathematical self-concept of preservice teachers, the Experience with Mathematics Questionnaire (EMQ; Gourgey, 1982) was used. Regarding the effect of the educational system, results revealed that while the American preservice teachers had significantly higher anxiety scores, Turkish preservice teachers had significantly higher self-concept scores. Results supported previous findings emphasizing the negative relationship between mathematical anxiety and mathematical self-concept.

scholarly journals Pengembangan Model Pembelajaran Matematika SD Berbasis Permainan Tradisional Indonesia dan Pendekatan Matematika Realistik

2020 ◽  
Vol 10 (1) ◽  
pp. 12-21
Author(s):  
Yohana Setiawan
Keyword(s):  
Elementary School Teachers ◽  
Qualitative Data ◽  
Elementary Mathematics ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Field Testing ◽  
Mathematical Approach ◽  
Teacher Response ◽  
School Teachers ◽  
Initial Product

This research was the first four parts of the Borg and Gall version of RnD research, (1) preliminary research and studies, (2) research planning, (3) initial product development, and (4) limited field testing. The purpose of this study is to explain the importance of using traditional games in teaching mathematics in elementary schools using a realistic mathematical approach. The method used is qualitative. Data obtained through interviews and teacher response scales. The subjects of this study were 15 elementary school teachers teaching elementary mathematics in Salatiga which were selected by purposive sampling technique. The results of this study is the steps to develop traditional games with a realistic mathematical approach in elementary mathematics learning.

Preparing Qualified Elementary School Teachers

2010 ◽  
pp. 203-227
Author(s):  
Irina Lyublinskaya ◽  
Nelly Tournaki
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Data Collection ◽  
Elementary School Teachers ◽  
Time Data ◽  
School Teachers ◽  
Methods Courses ◽  
Technology In The Classroom ◽  
Using Data ◽  
And Mathematics

This chapter describes a process for the implementation of data collection technology that the authors introduced into the science and mathematics methods courses for preservice elementary-school teachers in a public, urban college. The curriculum of the methods courses was developed to include inquiry-based lab activities that utilize probeware and various data collection interfaces. The lesson plans and the reflections that the authors collected from the 124 preservice teachers over three semesters show that the courses not only exposed them to a variety of data collection instruments, but also changed their attitudes and confidence levels about using such technology in the classroom. The results of this project suggest that preservice teachers perceive data collection technology as a tool for the clear demonstration of otherwise hard to teach science and mathematics concepts to their students. After using data collection technology in their method courses, preservice teachers were able to create their own inquiry-based activities, in which their students were involved in collecting real time data, generating hypotheses, analyzing data, and drawing conclusions. The data collected from the preservice teachers also showed that they needed more experience and practice to better understand the benefits of this type of technology for their future students as well as for their own learning.

Using Task Dialogues to Enhance Preservice Teachers' Abilities to Orchestrate Discourse

2014 ◽  
Vol 3 (1) ◽  
pp. 58-75 ◽  
Author(s):  
Denise A. Spangler ◽  
Allyson Hallman-Thrasher
Keyword(s):  
Preservice Teachers ◽  
Elementary School Teachers ◽  
Mathematical Knowledge ◽  
Field Experience ◽  
Mathematical Knowledge For Teaching ◽  
School Teachers ◽  
Student Responses ◽  
Knowledge For Teaching ◽  
Writing Task ◽  
Problem Solving Task

We describe an activity designed to help preservice elementary school teachers develop mathematical knowledge for teaching in the domain of facilitating mathematical discussions. The activity involved preservice teachers writing task dialogues, imaginary conversations between a child and teacher about a problem-solving task, in which they practice responding to correct, partially correct, and incorrect student responses. Preservice teachers then implemented these same tasks with children in a field experience setting. We describe 2 different iterations of the activity and field experience in detail as well as the insights into preservice teacher knowledge each iteration afforded us.

Learning Outcomes in Sustainability Education Among Future Elementary School Teachers

2017 ◽  
Vol 11 (1) ◽  
pp. 33-51 ◽  
Author(s):  
Rider W. Foley ◽  
Leanna M. Archambault ◽  
Annie E. Hale ◽  
Hsiang-Kai Dong
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Content Knowledge ◽  
Elementary Classrooms ◽  
School Teachers ◽  
Post Secondary ◽  
Question Analysis ◽  
Post Test

Universities and colleges around the world are exploring ways of reorganizing curricula to educate future leaders in sustainability. Preservice teachers hold tremendous potential to introduce concepts of sustainability far earlier than post-secondary education. However, there is little research of such efforts to yield changes in future elementary school classrooms. This article shares a new, required course—Sustainability Science for Teachers (SSFT)—that is designed to present sustainability topics to preservice teachers. Using the course as a case, we ask: Do preservice teachers acquire skills and content knowledge in sustainability, and does that experience translate to elementary classrooms? Pre- and post-test data from 234 students and a follow-up survey with 103 respondents offers evidence towards addressing this question. Analysis shows preservice teachers gain skills in systems thinking and develop content knowledge in sustainability. This study suggests sustainability is being introduced into elementary classrooms after preservice teachers were required to take a course in sustainability.

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