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ERIC Number: EJ837600
Record Type: Journal
Publication Date: 2009-Apr
Pages: 21
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1386-4416
Instructional Practices Related to Prospective Elementary School Teachers' Motivation for Fractions
Newton, Kristie Jones
Journal of Mathematics Teacher Education, v12 n2 p89-109 Apr 2009
This study was undertaken in order to better understand prospective elementary school teachers' motivations for working with fractions before and after taking a course designed to deepen their understanding of mathematics, as well as what instructional practices might be related to any changes detected in their motivations. Eighty-five education students were given a motivation questionnaire at the beginning and end of the semester, and observations were made of the 9 days when fractions were taught. Three levels of teacher data were collected to understand instructional practices. Students' ratings of the importance and usefulness of fractions ("value"), "self-concept of ability", and "anxiety" were near the center of the scale at pre-test, with only value in the desired direction. At posttest, "value" and "self-concept of ability" increased while "anxiety" decreased, but these changes differed somewhat by instructor. In particular, reform-oriented practices, such as engaging students in high-level discourse, seemed to be associated with lowered anxiety.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: Students; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A