ERIC Number: ED389592
Record Type: RIE
Publication Date: 1995-Oct
Reference Count: N/A
Evolution of a Mathematical Philosophy: The Story of One Secondary Mathematics Preservice Teacher.
Eggleton, Patrick J.
As mathematics teacher education promotes the mathematics and pedagogical practices of the National Council of Teachers of Mathematics (NCTM) Standards, most mathematics preservice teachers confront philosophies of mathematics significantly different from their personal mathematical philosophy. The constructivist/quasi-empiricist mathematical philosophy espoused by the NCTM "Standards," as opposed to the traditional absolutist philosophy of mathematics as a set of rules and facts, characterizes the conflict in philosophies of mathematics. This report shares the findings from an in-depth case study of a preservice secondary mathematics teacher, Ken, by following the subtle evolution of his philosophy of mathematics, as characterized by Ernest's "Mathematics-Related Belief Systems," and the experiences influential in his philosophical evolution over a year of preservice mathematics teacher education. Contains 12 references. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A
Identifiers: Teacher Candidates
Note: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177. Research also supported by the Georgia Research Alliance.