NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ846789
Record Type: Journal
Publication Date: 2005
Pages: 17
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-1195-4353
Interpreting Pre-Service Teachers' Experiences of Mathematics: A Case Study
Betts, Paul
College Quarterly, v8 n3 Sum 2005
The mathematics education reform movement has catalyzed issues concerning curriculum for future mathematics teachers, because of the varied school mathematical experiences of students entering post-secondary education. Post secondary instructors face the problem of addressing these differences in the mathematics and mathematics education courses they teach. This paper uses a case study of a student learning mathematics for teaching to propose a tool for interpreting student experience. This tool could aid post-secondary mathematics and mathematics education instructors to understand the experiences of their students, and thereby adapt to the current reform environment.
Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A