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.

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.

scholarly journals How Do Sources of Self-Efficacy Predict Preservice Teachers’ Beliefs Related to Constructivist and Traditional Approaches to Teaching and Learning?

SAGE Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 215824401988512 ◽  
Author(s):  
Mustafa Cansiz ◽  
Nurcan Cansiz
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Preservice Elementary Teachers ◽  
Constructivist Teaching ◽  
Teaching Beliefs ◽  
State University ◽  
Mastery Experience ◽  
Traditional Approaches

Guided by Bandura’s theoretical construct of self-efficacy, in this study, we attempted to model the relationship between preservice elementary teachers’ sources of self-efficacy and their constructivist, and traditional beliefs related to teaching and learning by multiple linear regression analyses. Participants consist of 151 preservice elementary teachers at a state university. Results indicated that while mastery experience is significantly contributed to preservice elementary teachers’ constructivist teaching beliefs, physiological/emotional state made a statistically significant contribution to their traditional teaching beliefs. These results suggested that preservice elementary teachers hold more constructivist teaching beliefs as they gain experience with teaching based on the constructivist approach. Moreover, when preservice teachers have high anxiety, fear, or stress, they tend to be more traditional-oriented. The implications were discussed in terms of teacher education programs.

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.

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.

Preservice Elementary Teachers: Building Portfolios Around Students' Writings

1996 ◽  
Vol 2 (5) ◽  
pp. 308-313
Author(s):  
Patricia Pokay ◽  
Carla Tayeh
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Mathematics Classroom ◽  
Portfolio Assessment ◽  
Preservice Elementary Teachers ◽  
College Mathematics ◽  
Mathematics Courses ◽  
Lecture Format ◽  
Mathematics Course

Traditionally, college mathematics courses have rarely asked students to write or to reflect on their learning, concentrating instead on textbook exercises and problem sets in a lecture format. The intent of this study was to model the use of portfolio assessment in a college mathematics course for preservice teachers while focusing on the contributions of the students' writing in the mathematics classroom. In the study, portfolios were the vehicle for organizing the students' writings.

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
Sign in / Sign up

Export Citation Format

Share Document