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ERIC Number: ED431734
Record Type: Non-Journal
Publication Date: 1999-Apr-21
Pages: 18
Abstractor: N/A
Reference Count: N/A
Driving a Mathematics Education Reform with Unwilling Passengers.
Schuck, Sandy
This self-study of teacher education practices examined student teachers' and teacher educators' beliefs regarding the learning and teaching of mathematics. Data collection included questions from students about mathematics education issues in which they were interested; other students' responses to those questions; a questionnaire examining emerging themes from their questions and responses; interviews with eight students; and interviews with mathematics educators. Results showed that student teachers often held beliefs about mathematics and learning that constrained their access to rich and powerful ways of learning. Examination of the teacher educator's new practices also revealed obstacles to reform. The teacher educator appeared to be driving a mathematics reform with unwilling passengers. She realized that her task was to make students aware of their beliefs and the implications of these beliefs for teaching and learning. She created an intervention, though many students considered it insufficient to overturn years of experience. She worked to make the subject matter more explicitly linked to the school curriculum content. She received funding to use a computer web-based program to encourage debate about the nature of mathematics and help students consider their beliefs about mathematics teaching and learning. Survey results indicated that the computer intervention changed students' views of mathematics and mathematics education. Deep, ongoing self-study of teacher education practices is essential if teacher educators are to be the leaders of reform practices. (Contains 23 references). (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia