Implementing the Standards: Keys to Establishing Positive Professional Inertia in Preservice Mathematics Teachers

Taylor, P. Mark

doi:10.1111/j.1949-8594.2002.tb17907.x

Cited by 9 publications

(5 citation statements)

References 12 publications

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“…We focused on the former in the present study, because we worked with preservice elementary teachers in mathematics subject matter courses. The literature on subject matter knowledge of pre-service teachers suggests that they typically enter teacher education programs with narrow conceptions of mathematics as a set of rules and conventions (e.g., Ball 1990a;Quinn 1997;Taylor 2002;Wilson and Ball 1996). Specifically, pre-service teachers do not have adequate conceptual understanding of fundamental K-12 (kindergarten to grade 12) mathematics concepts (Frykholm 1999a;Morris 2001).…”

Section: Review Of Literaturementioning

confidence: 98%

Infusing assessment into mathematics content courses for pre-service elementary school teachers

Millman

Wells

2008

Educ Res Policy Prac

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The present study aims to explore the use of assessment in mathematics content courses for future elementary school teachers. Analysis of self assessment data on mathematical understanding and peer assessment data on oral mathematical presentation showed that pre-service teachers had a balanced understanding of procedural knowledge and problem solving. Conceptual understanding was not in the structure of pre-service teachers' mathematical knowledge. Understandings of conceptual knowledge, procedural knowledge, and problem solving had no meaningful effects on gains in mathematics performance. Aspects of oral mathematical presentation were associated with improved understanding of procedural knowledge and in particular conceptual knowledge. The result of the study calls for a conceptual approach to mathematical knowledge and sufficient mathematical problem solving in college-level mathematics content courses and in particular the infusion of assessment into college-level mathematics education for pre-service teachers.Keywords Pre-service teacher education · Structure of mathematical knowledge · Infusion of assessment into mathematics content courses We explored in the present analysis the use of assessment in mathematics content courses for future elementary school teachers. 1 At most institutions in the United States, these courses are taught by mathematicians whose emphasis is on learning or relearning the mathematics rather than pedagogical implications of mathematical knowledge, usually as a direct result of the disconnection between mathematicians and mathematics educators. These courses are typically difficult to a large percentage of students majoring in elementary education because their mathematical competency is significantly lower than the established norms of the general population of university students (e.g., Rech et al. 1993;Southwell and Penglase 2005).1 Because 90% of the participants in these mathematics content courses are pre-service K-5 (kindergarten to grade 5) teachers at the university where the present study was conducted, we used the phrase "pre-service elementary teachers" for this group throughout this article. The others (10%) are pre-service middle school teachers (grade 6 to grade 8).

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Section: Review Of Literaturementioning

confidence: 98%

Infusing assessment into mathematics content courses for pre-service elementary school teachers

Millman

Wells

2008

Educ Res Policy Prac

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“…The use of classroom videos of teaching has become popular in teacher education as they allow for recording of the richness and complexity of practice, and can be used for later analysis in terms of encoding from multiple perspectives (Borko, 2016). The benefits of using videos as a pedagogical tool in teacher education is well-understood, particularly in terms of bridging the gap between theory and practice (Lin, 2005;Taylor, 2002), deepening learning (Llinares & Valls, 2010), and developing professional vision (Seidel, Stürmer, Bloomberg, Kobarg, & Schwindt, 2011).…”

Section: Video Observationmentioning

confidence: 99%

Rethinking Teacher Education for Classroom Behaviour Management: Investigation of an Alternative Model using an Online Professional Experience in an Australian University

Page¹,

Jones²

2018

AJTE

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This paper responds to the theory-practice divide regarding classroom behaviour management in teacher education. Qualitative interviews and surveys were used to investigate whether an alternative model using an online professional experience could improve perceptions of teacher education students' beliefs, knowledge, perceived skills and confidence in classroom management. Teacher education students participated in an innovative Master of Teaching course designed to integrate ecological classroom management theory, video observation, and critical reflection in an online professional experience (practicum). Results indicated that participants, upon completion of the course, reported improvements in their beliefs, knowledge, perceived skills and confidence in classroom management. Additionally, in a subsequent in-school professional experience, a preference for initial correction and prevention strategies to manage the learning environment was highlighted. The implications for future teacher education programmes are presented.

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“…(2002) noted that teachers seldom turn to research to guide their teaching practice. The hours of observations one accumulates as a student instill a view of teaching that is exceedingly difficult to change (Ball, 1988; Taylor, 2002).…”

Section: Purpose and Research Questionsmentioning

confidence: 99%

Motivation and Attitude of Preservice Elementary Teachers toward Mathematics

Perry

2010

School Sci & Mathematics

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This study investigated preservice elementary teachers' achievement goal orientations for learning mathematics and the relationship of those goals to their attitudes toward mathematics. Self‐report instruments were administered to assess three achievement goals—mastery, performance‐approach, and performance‐avoid, and three constructs of attitude—confidence in learning mathematics, usefulness of mathematics, and mathematics as a male domain. The preservice teachers were higher in mastery goals than in performance goals, and performance‐avoid goals were higher than performance‐approach goals. Mastery goals correlated positively to all three constructs of attitude. Since mathematics classes are traditionally performance‐oriented, these results suggest a mismatch between personal and classroom goals that could result in negative attitudes and the adoption of maladaptive performance‐avoid goals. These findings suggest that mathematics content courses for preservice elementary teachers should be taught in a classroom climate that supports and encourages mastery goals.

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Implementing the Standards: Keys to Establishing Positive Professional Inertia in Preservice Mathematics Teachers

Cited by 9 publications

References 12 publications

Infusing assessment into mathematics content courses for pre-service elementary school teachers

Infusing assessment into mathematics content courses for pre-service elementary school teachers

Rethinking Teacher Education for Classroom Behaviour Management: Investigation of an Alternative Model using an Online Professional Experience in an Australian University

Motivation and Attitude of Preservice Elementary Teachers toward Mathematics

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