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ERIC Number: ED552350
Record Type: Non-Journal
Publication Date: 2012
Pages: 218
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-0884-1
ISSN: N/A
Influence of a Non-Traditional Mathematics Content Course on Preservice Teachers' Beliefs
Harper, Mary E.
ProQuest LLC, Ph.D. Dissertation, The University of Oklahoma
A continued and ongoing call for improvement and change in mathematics teaching and learning suggests a need for re-visioning the ways in which mathematics teachers are educated. Suggestions include incorporating reform teaching in university courses that integrate mathematics content with pedagogy and perturbate mathematical beliefs. The context of this study was a group of preservice teachers in a mathematics content course that incorporated meaning-making, dialogue, space and justification into classroom learning experiences. Further, the usual power dynamics between teacher and student were revisited and revised as part of the social norms established in the classroom. Due to the learning experiences in this non-traditional course, students reported plans for their future pedagogical practices as being conceptually oriented, gaining mathematical empowerment, a change in beliefs about the nature of mathematics, a new appreciation for mathematics in general, and enjoyment of group work, presentations, and the use of manipulatives (term used for the use of physical models). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A