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ERIC Number: EJ816920
Record Type: Journal
Publication Date: 2008
Pages: 12
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0013-1172
Teacher Candidates' and Master Math Teachers' Personal Concepts about Teaching Mathematics
Patton, Barba A.; Fry, Jane; Klages, Carol
Education, v128 n3 p486-497 Spr 2008
"I really don't like mathematics, but I can teach it to elementary students without any problem." These words are frequently voiced by elementary teacher candidates. "It's just elementary school math it's not like I'm teaching anything really difficult. Otherwise, no way would I do it." These words are powerful in terms of teacher beliefs about mathematics, beliefs about teaching mathematics, and their metacognitive awareness about effective elementary mathematics instruction. This study was conducted during one semester involving students in two undergraduate teacher education courses and one graduate Master Mathematics course. As teacher educators in the areas of literacy development and mathematics we asked what are the differences between undergraduate teacher candidates and graduate Master Mathematics students' personal concepts about teaching mathematics and awareness of the metacognitive strategies learners use to interpret mathematic situation problems with accompanying illustrations. The view that many teachers hold is that if they have mastered mathematical content; simply instructing learners to master mathematical content is all that is needed to accurately complete mathematical situational problems. The value of this research is to develop effective Teacher Education mathematic instructional models to guide novice math teachers' development.
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas