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ERIC Number: EJ1026518
Record Type: Journal
Publication Date: 2013-Dec
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0036-6803
Prospective Teachers' Perspectives on Mathematics Teaching and Learning: Lens for Interpreting Experiences in a Standards-Based Mathematics Course
Chamberlin, Michelle T.
School Science and Mathematics, v113 n8 p369-379 Dec 2013
In a mathematics course for prospective elementary teachers, we strove to model standards-based pedagogy. However, an end-of-class reflection revealed the prospective teachers were considering incorporating standards-based strategies in their future classrooms in ways different from our intent. Thus, we drew upon the framework presented by Simon, Tzur, Heinz, Kinzel, and Smith to examine the prospective teachers' perspectives on mathematics teaching and learning and to address two research questions. What perspectives on the learning and teaching of mathematics do prospective elementary teachers hold? How do their perspectives impact their perception of standards-based instruction in a mathematics course and their future teaching plans? Qualitative analyses of reflections from 106 prospective teachers revealed that they viewed mathematics as a logical domain representative of an objective reality. Their instructional preferences included providing firsthand opportunities for elementary students to perceive mathematics. They did not take into account the impact of a student's conceptions upon what is learned. Thus, the prospective teachers plan to incorporate standards-based strategies to provide active experiences for their future elementary students, but they fail to base such strategies upon students' current mathematical conceptions. Throughout, the need to address prospective teachers' underlying perspectives of mathematics teaching and learning is stressed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A