Effectiveness of a Mathematics Methods Course in Reducing Math Anxiety of Preservice Elementary Teachers

1998 ◽  
Vol 98 (3) ◽  
pp. 136-139 ◽  
Author(s):  
D. James Tooke ◽  
Leonard C. Lindstrom
Keyword(s):  
Elementary Teachers ◽  
Math Anxiety ◽  
Preservice Elementary Teachers ◽  
Methods Course ◽  
Mathematics Methods ◽  
Mathematics Methods Course

Research, Reflection, Practice: Writing to Reflect in a Mathematics Methods Course

2003 ◽  
Vol 10 (2) ◽  
pp. 112-118
Author(s):  
Alfinio Flores ◽  
Carmina Brittain
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Prospective Teachers ◽  
Writing To Learn ◽  
Preservice Elementary Teachers ◽  
Methods Course ◽  
Mathematics Methods ◽  
Methods Courses ◽  
Mathematics Methods Course ◽  
Principles And Standards

For more than a decade, several authors have highlighted the benefits to students of writing to learn mathematics. Writing is an important component of communication in the classroom. As Principles and Standards for School Mathematics (NCTM 2000) notes, “Writing in mathematics can also help students consolidate their thinking because it requires them to reflect on their work and clarify their thoughts about the ideas developed in the lesson” (p. 61). Teachers probably will not use this tool, however, unless they have had the experience themselves of writing in relation to mathematics. This article presents a brief review of the benefits of students writing to learn mathematics. In the second part of the article, we invite the reader to consider another possible use of writing: as a tool to help preservice teachers reflect on their own growth as they learn to teach mathematics. We discuss some of the benefits that writing has for prospective teachers and present examples of preservice elementary teachers' writing that were collected in several one-semester undergraduate mathematics methods courses that the first author taught. The second author participated as a student in one of the courses. In a second article to be published in this journal, we will focus on the process of writing and writing for an audience.

Simulating Problem Solving and Classroom Settings

1978 ◽  
Vol 25 (8) ◽  
pp. 35-38
Author(s):  
Werner Liedtke ◽  
James Vance
Keyword(s):  
Problem Solving ◽  
Elementary Teachers ◽  
Methods Course ◽  
Mathematics Methods ◽  
Mathematics Methods Course ◽  
Instructional Settings ◽  
The University

The simulation of various classroom settings in which problem-solving activities occur is one aspect of the mathematics methods course for elementary teachers at the University of Victoria. By participating in these sessions, the students are made aware of some of the possible instructional settings that they might use as teachers and the important role that problem solving plays in the curriculum. Some of these settings and problems are described here and some results of the students' involvement in the program are illustrated.

The Effects on Preservice Elementary Teachers of Learning Mathematics and Means of Teaching Mathematics through the Active Manipulation of Materials

1975 ◽  
Vol 6 (1) ◽  
pp. 51-63
Author(s):  
Karen Fuson
Keyword(s):  
Elementary Teachers ◽  
Preservice Elementary Teachers ◽  
Methods Course ◽  
Teaching Mathematics ◽  
Actual Behavior ◽  
Mathematics Methods ◽  
Learning Mathematics ◽  
Actual Use ◽  
Primary Means ◽  
And Mathematics

This study examines some effects on preservice elementary teachers of a combined mathematics and mathematics methods course that used manipulative materials as the primary means of learning. The effects investigated were changes in trainee desire to use, ability to use, and actual use of manipulative materials in teaching; changes in trainee desire or actual behavior with respect to teaching in a learner-focused manner; changes in trainee understanding of elementary mathematics; differences between learning in a concrete, physical way and learning in a symbolic, abstract way; and changes in trainee attitudes of enjoyment of and feelings of competence in teaching mathematics.

Research, Reflection, and Practice: Writing for an Audience in a Mathematics Methods Course

2004 ◽  
Vol 10 (9) ◽  
pp. 480-486
Author(s):  
Alfinio Flores ◽  
Carmina M. Brittain
Keyword(s):  
Elementary Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Methods Course ◽  
Mathematics Methods ◽  
Prospective Elementary Teachers ◽  
Knowledge And Attitudes ◽  
Mathematics Methods Course ◽  
First Time ◽  
Natural Way

During their first mathematics methods course, many prospective elementary teachers confront their previous conceptions about mathematics and its teaching for the first time. This juncture makes the course important in their evolution as teachers of mathematics. Prospective teachers in a mathematics methods course must develop the ability to reflect on their actions, beliefs, knowledge, and attitudes. Writing in a mathematics methods course fosters reflection in a natural way; it serves as a tool for documentation, analysis, and discussion to help prospective teachers internalize what they learn and reach new levels of comprehension. At the same time, what teachers in training write gives teacher educators a window into their reflection and growth process.

Developing an Online Mathematics Methods Course for Preservice Teachers

2014 ◽  
pp. 308-317
Author(s):  
Drew Polly
Keyword(s):  
Preservice Teachers ◽  
Graduate Students ◽  
Online Courses ◽  
Theoretical Background ◽  
Methods Course ◽  
Mathematics Methods ◽  
Mathematics Pedagogy ◽  
Design Based Research ◽  
Mathematics Methods Course ◽  
Online Mathematics

This chapter presents the theoretical background and overview of the design of an asynchronous online mathematics pedagogy course taken by graduate students who are seeking their initial teacher certification. The authors provide the theoretical underpinnings for the design of the course, and then using design-based research, describe the refinement of the course over three iterations of designing and implementing the course. Lastly, implications for the design and delivery of asynchronous online courses are discussed.

Evaluation of a Hybrid Mathematics Methods Course for Novice Teachers

2016 ◽  
pp. 1228-1247
Author(s):  
Christopher J. Johnston
Keyword(s):  
Novice Teachers ◽  
Discussion Board ◽  
Methods Course ◽  
Learning Activity ◽  
Mathematics Methods ◽  
Course Structure ◽  
Face To Face ◽  
Mathematics Methods Course ◽  
The Rich ◽  
Online Format

This paper reports the evaluation of a hybrid mathematics methods course for novice teachers. During a fifteen-week semester, participants met face-to-face for approximately 60% of the semester and took advantage of an online format for the other 40% of the semester. Online activities included asynchronous discussion board postings, synchronous chats as an entire class, synchronous chats in small groups, evaluation of technology tools, and electronic surveys. The researcher used participants' feedback to evaluate the effectiveness of this hybrid format. In addition, the researcher reflected upon his own experiences as instructor to inform future course structure decisions. Within the context of the Rich Environments for Active Learning (REAL) framework, results suggest that cooperative support was a key component of the effectiveness of the experience. Further, participants emphasized one particular generative learning activity as an effective component of this course. Finally, this paper discusses implications for mathematics professional development facilitators.

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