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ERIC Number: EJ1238111
Record Type: Journal
Publication Date: 2020
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0887-8730
EISSN: N/A
The Problem-Based Threshold: Shifting Pre-Service Teachers' Thinking about Mathematics Instruction
King, Barbara; Bartman, Jennifer; Gil, Indira
Teacher Educator, v55 n1 p88-106 2020
The purpose of the mathematics methods course where this study took place was to support pre-service teachers (PSTs) as their thinking about instruction transitioned from a traditional, teacher-centered approach to a more problem-based, student-centered approach, and to guide them as they developed strategies for teaching through problem solving. We used writing assignments to prompt PSTs to think critically about mathematics instruction. We then analyzed their writing to determine whether PSTs' thinking about instruction changed throughout the course. The results show that at the beginning of the course, PSTs' thinking was deeply rooted in traditional views, but that as the course progressed, their thinking shifted toward more problem-based views. Additionally, we examined PSTs' writing to look for instances where their traditional thinking interfered with their emerging problem-based ideas about instruction. Determining the ways PSTs' struggled to develop problem-based views has significant implications for mathematics methods course design and teaching practices.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A