ERIC Number: ED455244
Record Type: Non-Journal
Publication Date: 2001-Apr
Reference Count: N/A
Catalyzing Change in Preservice Teachers' Beliefs: Effects of the Mathematics Early Field Experience.
This case study examines a program which catalyzed changes in preservice teachers' belief about mathematics and teaching, blending subject matter learning with learning about teaching early in preservice teachers' programs. It hypothesized that undergraduates who explored mathematical problem solving with children would be reoriented to mathematics, thus engaging in university mathematics coursework from a meaning making perspective. Preservice teachers taking their first mathematics course were placed in elementary schools to work with individual children. Activities were centered around mathematical problem solving to elicit children's thinking and make their mathematical understanding apparent. After meeting with children, student teachers convened to reflect on the experience. Data from field notes, surveys, interviews, and written work indicated that the case study student teacher's beliefs about children's confidence became connected to her beliefs about mathematics. She developed a new belief that children do not always learn what is taught. This belief was elaborated when added to the notion that teachers should listen to children to determine when to begin instruction. The student teacher discovered that the work of teaching was more complicated than expected, her deep knowledge in mathematics was important, and the work of caring was more complex than she had anticipated. (Contains 20 references and 2 figures.) (SM)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.; National Science Foundation, Arlington, VA.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A