ERIC Number: ED330680
Record Type: RIE
Publication Date: 1991-Jan
Reference Count: 0
The Role of a Learning Community in Changing Preservice Teachers' Knowledge and Beliefs about Mathematics Education. Research Report 91-1.
Wilcox, Sandra K.; And Others
This paper examines an intervention to change prospective elementary teachers' knowledge and beliefs about mathematics education. The intervention consisted of a sequence of mathematics courses, a methods course, and a curriculum seminar in which establishing a community of learners was a central feature. The concept of community embodies the following elements: (1) teaching and learning is collaborative; (2) different approaches to problem situations are valued; (3) responsibility for understanding is shared; and (4) authority for knowing is internal and collective. First the paper discusses the ways in which creating a learning community made a significant contribution to empowering prospective elementary teachers as learners of mathematics. Next it discusses implications of this intervention for teaching mathematics to children, providing brief case studies of two of their graduates in their first year of teaching to illustrate the complexity of connecting their own experiences as learners of mathematics to new visions of classrooms they might construct for children. The report concludes with a set of questions addressed to mathematics educators attempting to reform mathematics education by reforming preservice teacher education. (Author/IAH)
Descriptors: Beginning Teachers, Case Studies, Collegiality, Cooperative Learning, Educational Principles, Elementary Education, Higher Education, Interprofessional Relationship, Mathematics Education, Preservice Teacher Education, Problem Solving, Reflective Teaching, Teacher Education Curriculum, Teacher Role
National Center for Research on Teacher Education, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($4.90).
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Education, East Lansing, MI.
Identifiers: Experienced Teachers