ERIC Number: ED302549
Record Type: RIE
Publication Date: 1988-Nov
Changing Mathematical Conceptions of Preservice Teachers: A Content and Pedagogical Intervention.
Schram, Pamela; And Others
Leaders in mathematics education are calling for a reorganization of the mathematics curriculum around concept development and problem solving. For many elementary teachers, the limitations of their knowledge about mathematics and teaching mathematics constrains their ability to teach conceptually. If prospective elementary teachers are to overcome these limitations, they must have opportunities in their teacher preparation programs to deepen their knowledge about the nature of mathematics, children's mathematics learning, and instructional practices that promote conceptual understanding. This study examines the piloting of a sequence of innovative mathematics courses for undergraduate education majors. These courses emphasize the conceptual foundations of mathematics and actively engage prospective elementary teachers in making sense of mathematical situations. The main question informing the study is, What is the nature and extent of changes in the knowledge about mathematics, mathematics learning, and mathematics teaching among students as a result of these courses? Results from this study suggest that change in two important areas occurred in student thinking about mathematics as a consequence of this intervention: a change in students' conception of what mathematics is and a change in their perception of what a mathematics class is like and in their knowledge of how mathematics is learned. (Author)
Descriptors: Concept Formation, Elementary Education, Elementary School Teachers, Higher Education, Mathematics Instruction, Preservice Teacher Education, Problem Solving, Small Group Instruction, Teaching Methods
National Center for Research on Teacher Education, 116 Erickson Hall, College of Education, Michigan State University, East Lansing, MI 48824-1034 ($3.00).
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
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.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).