NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ835504
Record Type: Journal
Publication Date: 2006-Jul
Pages: 15
Abstractor: As Provided
Reference Count: 55
Preservice Teachers' Reaction to Their Final Constructivist Mathematics Class: A Case Study
Andrew, Lane
Issues in the Undergraduate Mathematics Preparation of School Teachers, v2 Jul 2006
Many teacher educators model constructivist pedagogy to preservice teachers in the mathematics classes they take. Preservice teachers however, are not necessarily comfortable being a part of such a class. The following qualitative case study examined the expectations and reactions of a group of preservice teachers who were taking their final content mathematics course. Survey results sorted by content analysis indicated students were expecting (1) a methods class, (2) the instructor to teach them mathematics by telling, and (3) the instructor to take an authoritative role in the classroom. Student reactions are reported as direct quotes. The author's purpose in conducting this study is to stimulate dialogue among teacher educators surrounding these common reactions.
Department of Mathematics and Statistics, Texas Tech University. Broadway and Boston, Lubbock, TX 79409-1042. Tel: 806-742-2566; Fax: 806-742-1112; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A