Online community and preservice teachers' conceptions of learning mathematics

1999 ◽  
Author(s):  
Clare Brett ◽  
Earl Woodruff ◽  
Rod Nason
Keyword(s):  
Preservice Teachers ◽  
Online Community ◽  
Conceptions Of Learning ◽  
Learning Mathematics

Conceptions of Learning Mathematics Questionnaire

2017 ◽  
Author(s):  
Ya-Ling Wang ◽  
Jyh-Chong Liang ◽  
Chia-Yi Lin ◽  
Chin-Chung Tsai
Keyword(s):  
Conceptions Of Learning ◽  
Learning Mathematics

scholarly journals Junior Secondary School Students’ Conceptions of and Approaches to Learning Mathematics and Their Relationships in Mainland China

2019 ◽  
Vol 11 (9) ◽  
pp. 2476 ◽  
Author(s):  
Xinrong Yang ◽  
Frederick Leung ◽  
Shasha Zhang
Keyword(s):  
Secondary School ◽  
Mathematical Thinking ◽  
Mainland China ◽  
Approaches To Learning ◽  
Conceptions Of Learning ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Learning Mathematics ◽  
Deep Approaches To Learning

This study reports the findings of a study which investigated junior secondary school students’ conceptions of and approaches to learning mathematics and their relationships in Mainland China. Two questionnaires, conceptions of learning mathematics (COLM) and approaches to learning mathematics (ALM), were administered to 1590 students. Descriptive analysis results suggest that Chinese junior school students tend to hold (1) higher-level conceptions of learning mathematics rather than lower-level conceptions, and (2) deep approaches to learning mathematics with a rather mixed surface and deep motive in learning mathematics. Correlation and regression analysis results confirm a structural relationship between students’ conceptions of and approaches to learning in the subject of mathematics. Two factors of students’ lower-level conceptions of learning mathematics, “memorizing” and “testing”, were the strongest predictor for the surface approaches to mathematics learning, while students’ higher-level conceptions of learning mathematics, such as “applying” and “understanding and mathematical thinking”, had a noticeable effect on their deep approaches to learning mathematics. However, under the pressure of examination in Mainland China, “understanding and mathematical thinking” was also found to exert quite a strong influence on students’ “surface motive”.

Learning Mathematics and Technology Through Inquiry, Cooperation, and Communication

2018 ◽  
pp. 370-398
Author(s):  
Alfinio Flores ◽  
Jungeun Park ◽  
Stephen A. Bernhardt
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Two Dimensions ◽  
Teacher Preparation Program ◽  
Learning Trajectory ◽  
Adoption Of Technology ◽  
Pedagogical Content ◽  
Instructional Context ◽  
Learning Mathematics ◽  
Curricular Materials

This chapter describes an empirical study aimed to design, implement, and refine a learning trajectory for developing future mathematics teachers' Technological Pedagogical Content Knowledge (TPACK). The learning trajectory is set in an instructional context where mathematics and technology are learned through inquiry, cooperation, communication, and modeling early in the teacher preparation program with the intent to establish a classroom model of instruction. The chapter focuses on preservice teachers' learning in two dimensions of TPACK. One dimension is the extension of preservice teachers knowledge to each one of the four principal components of TPACK: Overarching conceptions, Students understanding and thinking, Curriculum and curricular materials, and Instructional strategies and representations for teaching. The second dimension is along preservice teachers' progression in the five levels of adoption of technology: Recognizing, Accepting, Adapting, Exploring, and Extending. The learning trajectory is based on research and theory for learning mathematics in a meaningful way.

Pen Pal Books: A Problem-Solving Challenge

2018 ◽  
Vol 24 (3) ◽  
pp. 174-178
Author(s):  
Ann Wheeler ◽  
Carole Hayata ◽  
Winifred Mallam
Keyword(s):  
Preservice Teachers ◽  
Mathematics Learning ◽  
Sixth Grade ◽  
Problem Solver ◽  
Collaborative Partnership ◽  
Intended Audience ◽  
Classroom Activities ◽  
Learning Mathematics ◽  
Sixth Grade Students ◽  
Pen Pal

Using children's literature to stimulate mathematics learning is by no means a novel idea. Myriad books by wellknown authors, such as Stuart Murphy and Cindy Neuschwander, not only engage the readers but also spark students' interest in learning mathematics. The combination of literature, mathematics, and well-developed classroom activities with discussion can transform a student into a problem solver who engages in conceptually driven learning (NCTM 2000). In our article, we discuss the use of a pen pal book project that began with the creation of mathematics-themed children's books by pre-K-8 preservice teachers. The intended audience for the books was sixth-grade students. In this collaborative partnership, the books created by the preservice teachers were then presented to sixth-grade students who read the stories; solved the problems posed; and critiqued the overall content, readability, and relevance of the story topics.

scholarly journals SECONDARY MATHEMATICS PRESERVICE TEACHERS’ CONCEPTION ABOUT AUTHENTICITY OF MATHEMATICAL TASKS

2019 ◽  
Vol 128 (6B) ◽  
pp. 5
Author(s):  
Nguyễn Thị Tân An ◽  
Tạ Thị Minh Phương ◽  
Nguyễn Thị Duyến ◽  
Trần Ngọc Đức Toàn ◽  
Trần Dũng
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Secondary Mathematics ◽  
Research Literature ◽  
Positive Interactions ◽  
Teaching Approaches ◽  
Life Problems ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Authenticity In Teaching

The teaching approaches of mathematics derived from humanity involve positive interactions that support meaningful and relevant learning. The main objective of the teaching approaches is to prepare students with the competence to solve daily life problems and one of the most important tools is using authentic tasks. There are different opinions on "task authenticity" in teaching and learning mathematics. This study examined how secondary mathematics preservice teachers think of the authenticity of tasks. Drawing on a framework of tasks authenticity adopted from the research literature, we analyzed PSTs’ response to the criteria of task authenticity. The results show that the PSTs attended to the event feature and the tool feature of task, but overlooked other features. Implications for teacher training are discussed.

scholarly journals Performing or Learning Mathematics? Asking Critical Questions in Teacher

2006 ◽  
Vol 2 (1) ◽  
Author(s):  
Sonia Corbin Dwyer ◽  
Kathy Nolan ◽  
Rick Seaman
Keyword(s):  
Preservice Teachers ◽  
Mathematics Classroom ◽  
Theoretical Perspective ◽  
Goal Theory ◽  
Learning And Teaching ◽  
Critical Questions ◽  
Mathematics Classrooms ◽  
Learning Mathematics ◽  
Meaningful Experiences

In the study reported here, preservice teachers were asked questions about their experiences of learning and teaching mathematics. Goal theory is used as a theoretical perspective for examining their responses to questions about what it means to know (in) mathematics and the role of the teacher in how students focus their efforts in mathematics classrooms. Also discussed in the paper is the role of the cooperating teacher in helping preservice teachers develop their ideas about what it means to be a “good” mathematics teacher. This is followed by a discussion of preservice teachers’ responses to questions concerning their perceptions of what it means to know (in) mathematics and their most meaningful experiences in the mathematics classroom during their internship. Finally, the paper highlights critical questions regarding the changing needs of teacher education programs in the context of preservice teachers’ internship experiences.

scholarly journals Mathematics Preservice Teachers’ Views on Mathematical Literacy

2019 ◽  
Vol 1 (3) ◽  
Author(s):  
Ani Afifah ◽  
Miftahul Khoiri ◽  
Nur Qomaria
Keyword(s):  
Preservice Teachers ◽  
Common Sense ◽  
Real Life ◽  
Basic Knowledge ◽  
Mathematical Literacy ◽  
Learning Program ◽  
Mathematical Concepts ◽  
Reading And Writing ◽  
Life Problems ◽  
Learning Mathematics

This study aims to know mathematics preservice teachers’ common sense understanding of mathematical literacy. The results will later be used to design a learning program to introduce mathematical literacy to preservice teachers so that they have a better understanding of mathematical literacy. Data were collected by giving questionnaires to one hundred and eight mathematics preservice teachers. The result showed that mathematics preservice teachers’ views on mathematical literacy can be categorised into 5 areas: 1) ability that has to do with problems in people’s daily life, 2) communicating using mathematics concepts and properties, 3) interpreting mathematical sentences into everyday language or vice versa, 4) activity related to reading and writing about mathematics, 5)  basic knowledge of mathematics. Preservice teachers agreed that learning mathematics in schools should connect mathematical concepts with real-life problems. They are also ready to increase the mathematical literacy abilities of their future students.

Preservice Teachers Decomposing Ambitious Mathematics Teaching

2021 ◽  
pp. 788-799
Author(s):  
Jennifer M. Suh ◽  
Melissa A. Gallagher
Keyword(s):  
Preservice Teachers ◽  
Learning Community ◽  
Professional Learning ◽  
Video Analysis ◽  
Collaborative Planning ◽  
Teacher Preparation Program ◽  
Methods Course ◽  
Academic Knowledge ◽  
Learning Mathematics ◽  
Mathematical Quality

We examined preservice teachers' experiences during a clinically embedded mathematics methods course, specifically examining the impact of video-based professional learning structures using the Mathematical Quality of Instruction (MQI; Learning Mathematics for Teaching, 2014) instruments on their collaborative planning and collective observations. Preservice teachers co-taught the summer PDS Math Lab within a Professional Learning Community with structured observations with video analysis that entailed: a) Collaborative planning; b) Structured Observations targeting instructional analysis focused on ambitious teaching practices; c) Use of the MQI that focused on the richness of mathematics. The authors detail the specific affordances of the structured observation with video analysis in a math methods course in a teacher preparation program and how the clinically embedded coursework supported preservice teachers' decomposition of ambitious teaching and bridge practitioner and academic knowledge.

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