PROSPECTIVE TEACHERS´ BELIEFS REGARDING THEIR PREPAREDNESS FOR TEACHING MATHEMATICS AT ELEMENTARY SCHOOLS

2017 ◽  
Author(s):  
Radka Dofková ◽  
David Nocar
Keyword(s):  
Elementary Schools ◽  
Prospective Teachers ◽  
Teaching Mathematics ◽  
Teachers Beliefs

Classroom Videos and Prospective Teachers

2009 ◽  
Vol 16 (2) ◽  
pp. 98-105
Author(s):  
Kathryn B. Chval ◽  
John K. Lannin ◽  
Fran Arbaugh ◽  
Angela D. Bowzer
Keyword(s):  
Preservice Teachers ◽  
Prospective Teachers ◽  
Teaching Mathematics ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Unrealistic Expectations

Educators who can elicit preservice teachers' beliefs about teaching mathematics can effectively challenge and change unrealistic expectations.

scholarly journals History of Mathematics for Teaching Mathematics: The Case of Indonesian Prospective Teachers' Beliefs and Attitudes

2020 ◽  
Vol 8 (6) ◽  
pp. 2305-2314
Author(s):  
Intan Bigita Kusumawati ◽  
Achmad Dhany Fachrudin ◽  
Ahmad Wachidul Kohar ◽  
Soffil Widadah
Keyword(s):  
Prospective Teachers ◽  
History Of Mathematics ◽  
Teaching Mathematics ◽  
Teachers Beliefs ◽  
History Of ◽  
Mathematics For Teaching ◽  
Beliefs And Attitudes

Relationships Between Opportunity to Learn Mathematics in Teacher Preparation and Graduates' Knowledge for Teaching Mathematics

2019 ◽  
Vol 50 (1) ◽  
pp. 23-50 ◽  
Author(s):  
James Hiebert ◽  
Dawn Berk ◽  
Emily Miller ◽  
Heather Gallivan ◽  
Erin Meikle
Keyword(s):  
Teacher Preparation ◽  
Prospective Teachers ◽  
Longitudinal Design ◽  
Opportunity To Learn ◽  
Teacher Preparation Program ◽  
Mathematical Work ◽  
Teaching Mathematics ◽  
Knowledge For Teaching ◽  
Solution Strategies ◽  
Standard Procedures

We investigated whether the mathematics studied in 2 content courses of an elementary teacher preparation program was retained and used by graduates when completing tasks measuring knowledge for teaching mathematics. Using a longitudinal design, we followed 2 cohorts of prospective teachers for 3 to 4 years after graduation. We assessed participants' knowledge by asking them to identify mathematics concepts underlying standard procedures, generate multiple solution strategies, and evaluate students' mathematical work. We administered parallel tasks for 3 mathematics topics studied in the program and one mathematics topic not studied in the program. When significant differences were found, participants always performed better on mathematics topics developed in the program than on the topic not addressed in the program. We discuss implications of these findings for mathematics teacher preparation.

Supporting Teacher Learning: Making the Complexities of Teaching Visible for Prospective Teachers

2004 ◽  
Vol 11 (2) ◽  
pp. 91-96
Author(s):  
Kathryn B. Chval
Keyword(s):  
Elementary Students ◽  
Teacher Learning ◽  
Prospective Teachers ◽  
Teaching Practices ◽  
Field Experience ◽  
Teaching Mathematics ◽  
Mathematics Methods ◽  
Methods Courses ◽  
Elementary Math ◽  
Mathematics Methods Courses

Most of the prospective teachers who enter my methods courses assume that teaching mathematics to elementary students will be easy. For example, Jenny wrote, “I thought, ‘I can teach math. How can it be so hard? It's elementary math!’ But I have been proven wrong.” Based on comments such as Jenny's, I realized the importance of giving prospective teachers opportunities to understand that effectively teaching mathematics to elementary students is complex and challenging. I recognized that field experience in my mathematics methods courses had to make the complexities of teaching more visible for prospective teachers. In other words, prospective teachers must study teaching practices. Such study would not only require viewing, analyzing, and discussing practices but also include the opportunity for prospective teachers to practice and analyze their own teaching.

Teaching mathematics with children’s literature in Finland

2016 ◽  
Vol 8 (4) ◽  
pp. 253
Author(s):  
Miikka Wikholm ◽  
Juli-Anna Aerila
Keyword(s):  
Children's Literature ◽  
Primary School ◽  
Mathematics Teaching ◽  
Basic Education ◽  
Mother Tongue ◽  
Mathematics Learning ◽  
Children’S Literature ◽  
Teaching Mathematics ◽  
Teacher Trainees ◽  
Teachers Beliefs

The Finnish school system will transfer to the new Core Curriculum for Basic Education 2014 in 2016. The new curriculum emphasizes integration of subjects. In Finland, mathematics and the mother tongue are the two subjects which are taught the most and therefore play a significant role in every primary teacher’s weekly routine. Unlike English-speaking countries, Finland lacks children’s literature aimed towards use in mathematics teaching. This study aimed to understand teachers’ and teacher-trainees’ points of view on the extent to which they use children’s literature in teaching mathematics in primary school and how to efficiently use children’s literature in teaching mathematics in primary school. This study was a part of an international study entitled ‘Teachers’ beliefs on the integration of children’s literature in primary mathematics learning and teaching: A comparative study’, including universities from England, Hong Kong, Australia, and Finland. The aim was to determine teachers’ beliefs concerning integration of children’s literature into mathematics teaching and to the extent to which this benefits learning. Data collection was conducted via web-based questionnaires translated into Finnish from spring to autumn 2015. Mixed methods data analysis showed that teachers/teacher-trainees do not use children’s literature in mathematics teaching, but they still recognize various ways to implement it into their teaching. Previous studies on the use of literature in mathematics teaching show that children’s literature may provide a meaningful context to develop mathematical skills and foster children’s positive attitudes towards mathematics, as the stories in the literature are presented in an engaging and approachable manner.Keywords: mathematics, children’s literature, teaching

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