ERIC Number: ED186272
Record Type: Non-Journal
Publication Date: 1980-Apr
Reference Count: N/A
Teacher Education and Mathematics: Program Development and Evaluation.
Chapline, Elaine B.
The Teacher Education and Mathematics (TEAM) Program has been developed to reduce mathematics anxiety and increase mathematics confidence and competence of teacher education students; to increase their perception of mathematics as female domain; and to develop their skills in identifying sex bias in curriculum materials and classroom practices. The project has aimed to produce a qualitative change in the teaching of mathematics and ultimately in the resulting educational experiences of children in the critical area of mathematics. Five mathematics modules, which include suggestions on both mathematics instruction and attitude development, are: Number Patterns, Approximation and Estimation, Metric Measurement, Choice and Chance, and Space. Additional attitudinal modules are: Demystifying Math, Sex-role Stereotyping in Mathematics, and Women and Mathematics. The summative evaluation data indicate that the program materials effectively reduced mathematics anxiety scores from pre- to posttest for a majority (77%) of students during pilot testing and for a majority (87%) during field testing. Questionnaire and interview data reveal increases in students' awareness of sex-role stereotyping in mathematics. Students indicated that they knew strategies for counteracting sex bias which they could use in their future work as teachers. (Author/MK)
Descriptors: Curriculum Development, Elementary Secondary Education, Higher Education, Mathematics Anxiety, Mathematics Education, Mathematics Instruction, Research, Sex Differences, Sex Role, Sex Stereotypes, Student Attitudes, Teacher Attitudes, Teacher Education, Teacher Education Curriculum, Teaching Methods, Womens Education
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Women's Educational Equity Act Program.
Authoring Institution: N/A