Prospective Elementary Teachers' Intensity and Ambivalence of Beliefs about Mathematics and Mathematics Instruction

1972 ◽  
Vol 3 (3) ◽  
pp. 155 ◽  
Author(s):  
C. Patrick Collier
Keyword(s):  
Elementary Teachers ◽  
Mathematics Instruction ◽  
Prospective Elementary Teachers ◽  
Beliefs About Mathematics ◽  
And Mathematics

Prospective Elementary Teachers' Intensity and Ambivalence of Beliefs about Mathematics and Mathematics Instruction

1972 ◽  
Vol 3 (3) ◽  
pp. 155-163 ◽  
Author(s):  
C. Patrick Collier
Keyword(s):  
Elementary Teachers ◽  
Mathematics Instruction ◽  
Low Achievers ◽  
High Achievers ◽  
Prospective Elementary Teachers ◽  
Beliefs About Mathematics ◽  
And Mathematics

A formal and an informal dimension of belief about mathematics and mathematics instruction were defined. Scales designed to measure these beliefs were administered to 264 prospective elementary teachers. Ambivalence was defined and ambivalence quotients reported. Students in later stages of their preparation had more informal views of mathematics and mathematics instruction, and their beliefs were less ambivalent than students beginning their programs. High achievers viewed mathematics as being less formal than did low achievers. Low achievers had a more ambivalent view of mathematics instruction than did high achievers. The results suggest that it is important to consider both intensity and ambivalence in investigating attitudes.

Science and Mathematics Instruction of Beginning Elementary Teachers

1999 ◽  
Vol 10 (3) ◽  
pp. 217-233 ◽  
Author(s):  
Teresa M. McDevitt ◽  
April L. Gardner ◽  
Janie M. Shaklee ◽  
Michele M. Bertholf ◽  
Rod Troyer
Keyword(s):  
Elementary Teachers ◽  
Mathematics Instruction ◽  
And Mathematics

The Interaction of Field Dependence/Independence and the Level of Guidance of Mathematics Instruction

1979 ◽  
Vol 10 (5) ◽  
pp. 347-355 ◽  
Author(s):  
Verna M. Adams ◽  
Douglas B. McLeod
Keyword(s):  
Elementary Teachers ◽  
Cognitive Style ◽  
Field Dependence ◽  
Retention Test ◽  
Mathematics Instruction ◽  
Mathematical Achievement ◽  
Prospective Elementary Teachers ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
The Relationship

The relationship between the cognitive style variable of field dependence/independence and instructional treatments was investigated using high or low guidance in a unit on networks. The 97 prospective elementary teachers were tested on cognitive style (using the Group Embedded Figures Test) and on mathematical achievement (a measure of crystallized ability), and randomly assigned to treatments. Following instruction, students were tested for immediate achievement and then retested 5 weeks later. There were no interactions with field dependence/independence, but there was a significant (p < .05) interaction with crystallized ability on the retention test.

scholarly journals Prospective Teachers’ Beliefs About Mathematics: A Review of the Literature

2017 ◽  
Vol 2 (2) ◽  
pp. 38-45
Author(s):  
Katherine Baker
Keyword(s):  
Teacher Preparation ◽  
Elementary Teachers ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Review Of The Literature ◽  
Special Issue ◽  
Prospective Elementary Teachers ◽  
Teaching Preparation ◽  
Beliefs About Mathematics ◽  
Teachers Beliefs

The Mathematics Enthusiast Special Issue (2014) presented an extensive review of the literature around the content knowledge of prospective elementary teachers (PTs). The issue excluded articles around PTs’ beliefs. Understanding research around PTs’ beliefs is important to understanding how to design and support their teaching preparation. Attending to PTs’ beliefs helps to ensure their content knowledge and instructional methods are aligned with reform-based mathematics. This article highlights a literature review that addressed the omission of beliefs and explored how teacher preparation might address PTs’ held beliefs.

Evaluating prospective elementary teachers' understanding of science and mathematics in a model preservice program

1995 ◽  
Vol 32 (7) ◽  
pp. 749-775 ◽  
Author(s):  
Teresa M. McDevitt ◽  
Rod Troyer ◽  
Anthony L. Ambrosio ◽  
Henry W. Heikkinen ◽  
Erica Warren
Keyword(s):  
Elementary Teachers ◽  
Prospective Elementary Teachers ◽  
Understanding Of Science ◽  
And Mathematics ◽  
Preservice Program

STUDI DESKRIPTIF MINAT CALON GURU SEKOLAH DASAR TERHADAP PENGGUNAAN ALAT PERAGA MATEMATIKA SETELAH PERKULIAHAN MEDIA DAN MODEL PEMBELAJARAN MATEMATIKA SD

2015 ◽  
Vol 8 (1) ◽  
pp. 19
Author(s):  
Isna Rafianti ◽  
Etika Khaerunnisa
Keyword(s):  
Elementary Teachers ◽  
Elementary Mathematics ◽  
Mathematics Learning ◽  
Learning Model ◽  
Prospective Elementary Teachers ◽  
Descriptive Research ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
The Subject ◽  
Object Of Study

This research is motivated by the lack of interest of teachers in the use of props in the process of learning mathematics in elementary school. In accordance with the demands of the curriculum in 2013 and supported by the developed learning theory, learning mathematics is abstract object of study, students need an intermediary that props math-ematics, so that students can more easily understand the concepts that will be pre-sented, and in the end it can deliver students to solve mathematical problems, not only that proposed by the teacher but also the problems in life. The purpose of this study was to determine the interest of prospective elementary teachers on the use of props mathematics after getting lectures media and elementary mathematics learning model. By knowing the interest of prospective elementary teachers will be developed further realization of the state of the subject being studied. The method used is descriptive research, then the instruments used were questionnaires and interviews. The results of this study stated that the interest of prospective elementary teachers on the use of props after attending lectures media and elementary mathematics learning model is high over-all with a percentage of 76.70%.Keywords : Interest, Props Mathematics

scholarly journals Formatively assessing prospective teachers’ skills in leading mathematics discussions

2021 ◽  
Author(s):  
Meghan Shaughnessy ◽  
Nicole M. Garcia ◽  
Michaela Krug O’Neill ◽  
Sarah Kate Selling ◽  
Amber T. Willis ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Formative Assessment ◽  
Conceptual Understanding ◽  
Prospective Teachers ◽  
First Year ◽  
Teacher Education Programs ◽  
First Year Teachers ◽  
Education Programs ◽  
Prospective Elementary Teachers ◽  
Making Sense

AbstractMathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years, there has been increased attention to teaching prospective teachers to lead discussions with students. This paper examines the possibilities of designing a formative assessment that gathers information about prospective elementary teachers’ skills with leading problem-based mathematics discussions and makes sense of such information. A decomposition of the practice of leading discussions was developed and used to design the assessment. Nine first-year teachers who graduated from a range of different teacher education programs participated in the study. The findings reveal that our formative assessment works to gather information about teachers’ capabilities with leading discussions and that the associated tools support making sense of the information gathered. This suggests that such tools could be useful to support the formative assessment of the developing capabilities of prospective teachers.

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