An analysis of elementary preservice teachers’ arithmetic mean problem solving activities

2021 ◽  
Vol 21 (13) ◽  
pp. 471-484
Author(s):  
Eun Jung Lee
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Arithmetic Mean ◽  
Elementary Preservice Teachers

Formative Assessment and Preservice Elementary Teachers' Mathematical Justification

2020 ◽  
pp. 357-388
Author(s):  
Alden J. Edson ◽  
Diane R. Rogers ◽  
Christine A. Browning
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Elementary Education ◽  
Formative Assessment ◽  
Digital Tools ◽  
Instructional Model ◽  
Elementary Preservice Teachers ◽  
Group Focus ◽  
Descriptive Feedback ◽  
Mathematical Justification

The focus of this chapter is on elementary preservice teachers' (PSTs') use of justification in problem-solving contexts based on a semester algebra course designed for elementary education mathematics minors. Formative assessment and digital tools facilitated the development of PSTs' understanding and use of justification in algebraic topics. The instructional model used includes the following components: negotiating a “taken-as-shared” justification rubric criteria; engaging in problem solving; preparing, digitally recording, and posting justification videos to the Cloud; and finally, listening and sharing descriptive feedback on the posted videos. VoiceThread was the digital venue for the preservice teachers to listen to their peers' justifications and post descriptive feedback. Findings from an analysis of a group focus on the PSTs' peer- and self-feedback as it developed through a semester and the PSTs' ability to provide a range of descriptive feedback with the potential to promote growth in the understanding and use of mathematical justification.

Formative Assessment and Preservice Elementary Teachers' Mathematical Justification

2016 ◽  
pp. 293-323
Author(s):  
Alden J. Edson ◽  
Diane R. Rogers ◽  
Christine A. Browning
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Elementary Education ◽  
Formative Assessment ◽  
Digital Tools ◽  
Instructional Model ◽  
Elementary Preservice Teachers ◽  
Group Focus ◽  
Descriptive Feedback ◽  
Mathematical Justification

The focus of this chapter is on elementary preservice teachers' (PSTs') use of justification in problem-solving contexts based on a semester algebra course designed for elementary education mathematics minors. Formative assessment and digital tools facilitated the development of PSTs' understanding and use of justification in algebraic topics. The instructional model used includes the following components: negotiating a “taken-as-shared” justification rubric criteria; engaging in problem solving; preparing, digitally recording, and posting justification videos to the Cloud; and finally, listening and sharing descriptive feedback on the posted videos. VoiceThread was the digital venue for the preservice teachers to listen to their peers' justifications and post descriptive feedback. Findings from an analysis of a group focus on the PSTs' peer- and self-feedback as it developed through a semester and the PSTs' ability to provide a range of descriptive feedback with the potential to promote growth in the understanding and use of mathematical justification.

scholarly journals ELEMENTARY PRESERVICE TEACHERS’ KNOWLEDGE, PERCEPTIONS AND ATTITUDES TOWARDS FRACTIONS: A MIXED-ANALYSIS

2019 ◽  
Vol 11 (1) ◽  
pp. 59-76
Author(s):  
Roslinda Rosli ◽  
Dianne Goldsby ◽  
Mary Margaret Capraro ◽  
Anthony J Onwuegbuzie ◽  
Robert M Capraro ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Content Knowledge ◽  
Mathematics Classroom ◽  
Problem Posing ◽  
Instructional Unit ◽  
Pedagogical Content ◽  
Mixed Analysis ◽  
Perceptions And Attitudes ◽  
Elementary Preservice Teachers

Previous research has shown knowledge, perceptions, and attitudes are essential factors during mathematics classroom instruction. The current study examined the effects of a 3-week fraction instructional unit using concrete models, problem-solving, and problem-posing to improve elementary preservice teachers’ knowledge, perceptions and attitudes towards fractions. A quasi-experiment design was implemented to gather data via closed-ended, open-ended, and essay tasks from a convenience sampling of 71 female elementary preservice teachers during pre- and post-assessments. The study discovered that the select preservice teachers were weak in the content knowledge specifically on unit-whole, part-whole, equivalent area, arithmetic operations, and ordering fractional values. In contrast, the incorporation of concrete models, problem-solving and problem-posing was effective in improving the preservice teachers’ level of pedagogical content knowledge, perceptions and attitudes towards fractions. Implications of the results and suggestions are discussed.

Preservice Elementary Teachers and Music in the Elementary Classroom

2021 ◽  
pp. 875512332110525
Author(s):  
Jennifer Potter
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Elementary Classroom ◽  
Preservice Elementary Teachers ◽  
Music Teaching ◽  
Teachers Perceptions ◽  
Music Integration ◽  
Elementary Preservice Teachers ◽  
Online Music ◽  
N 93

The purpose of this pretest-posttest study was to investigate elementary preservice teachers’ perceptions of and level of comfort with music in the elementary classroom after enrolling in an online music integration course. Participants were preservice elementary teachers ( N = 93) enrolled in three sections of an online music integration course at a large university in Southern California. Results showed significant differences in participants’ agreement with aspects of music teaching, comfort with music, and music integration. Findings also indicated significant differences in participants’ rankings of musical outcomes in an elementary setting. There were no significant differences found among participants’ ranking of music and other subjects in the elementary classroom.

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