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ERIC Number: EJ1086266
Record Type: Journal
Publication Date: 2015-Dec
Pages: 34
Abstractor: As Provided
ISSN: EISSN-2151-2612
"I Just Wouldn't Want to Get as Deep into It": Preservice Teachers' Beliefs about the Role of Controversial Topics in Mathematics Education
Simic-Muller, Ksenija; Fernandes, Anthony; Felton-Koestler, Mathew D.
Journal of Urban Mathematics Education, v8 n2 p53-86 Dec 2015
In this article, the authors report on the initial results of a mixed methods study that examined the beliefs that preservice teachers have about teaching real-world contexts, including those related to injustices, controversial issues, and children's home and cultural backgrounds. Data collection included a survey with 92 preservice Pre-K-8 teachers and follow-up interviews with nine survey participants. Analysis of the data suggested that preservice teachers were open to the idea of teaching mathematics through real-world contexts, but were ambivalent regarding the use of controversial issues, and often unable to provide concrete or non-trivial examples of what these different types of real-world contexts would look like in a mathematics classroom. Based on the survey and interview findings, the authors make recommendations for future research and for the use of controversial issues in teacher education programs.
Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Preschool Education; Early Childhood Education; Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona; North Carolina; Texas; Washington
Grant or Contract Numbers: N/A