A Comparison of Preservice Elementary Teachers' Beliefs About Mathematics and Teaching Mathematics: 1968 and 1998

2005 ◽  
Vol 105 (4) ◽  
pp. 197-210 ◽  
Author(s):  
Carol E. Seaman ◽  
Jennifer Earles Szydlik ◽  
Stephen D. Szydlik ◽  
John E. Beam
Keyword(s):  
Elementary Teachers ◽  
Preservice Elementary Teachers ◽  
Teaching Mathematics ◽  
Beliefs About Mathematics ◽  
Teachers Beliefs

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.

Promoting Preservice Elementary Teachers' Awareness of Learning and Teaching Mathematics Conceptually Through KTEM

2008 ◽  
Vol 108 (8) ◽  
pp. 345-354 ◽  
Author(s):  
Hortensia Soto-Johnson ◽  
Michele Iiams ◽  
Todd Oberg ◽  
Barbara Boschmans ◽  
April Hoffmeister
Keyword(s):  
Elementary Teachers ◽  
Preservice Elementary Teachers ◽  
Teaching Mathematics ◽  
Learning And Teaching

scholarly journals The Emphasis of Inquiry Instructional Strategies: Impact on Preservice Teachers’ Mathematics Efficacy

2017 ◽  
Vol 7 (1) ◽  
pp. 53 ◽  
Author(s):  
Krista L. Althauser
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Self Efficacy ◽  
Preservice Elementary Teachers ◽  
Methods Course ◽  
Teaching Mathematics ◽  
Observation Data ◽  
Instructional Format ◽  
Paired Samples ◽  
Significant Difference

Using a Mixed Methods approach, this study investigated changes in levels of self-efficacy among elementary preservice teachers following a semester course on teaching elementary students’ mathematics. Participants in this study included 347 preservice elementary teachers at a mid-size regional university who had just completed an elementary mathematics methods course. The data were collected from several semester groups. The instruments used were the Mathematics Teaching Efficacy Beliefs Instrument, interview data, and observation data collected during the clinical experience. The focus of this study was to compare the changes in teacher self-efficacy following a methods course that emphasized hands-on mathematics instruction with manipulatives by means of the 5E instructional format. The results of the paired-samples t-test indicated that there was a significant difference in the preservice elementary teachers’ self-efficacy for teaching mathematics after engaging in the elementary methods course. Preservice teachers reported that their understanding of various instructional practices changed significantly from a “tell, show, and do” model to an approach utilizing interactive and engaging activities. They also reported that their attitude toward mathematics had improved significantly and that there had been a direct impact on their confidence for teaching mathematics as a result of the structure of the elementary math methods course.

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