Shifting Preservice Teachers Beliefs and Understandings to Support Pedagogical Change in Mathematics

Letwinsky, Karim Medico; Cavender, Monica

doi:10.21890/ijres.382939

Cited by 5 publications

(4 citation statements)

References 23 publications

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“…The reality is, however, that many teachers may have experienced learning in the manner described above-traditional, procedural, and disconnected from conceptual understanding. This incongruence in the way teachers learned and the way in which we are asking them to teach today can be a challenge to overcome [15,16].…”

Section: Teaching Mathematicsmentioning

confidence: 99%

Transforming Elementary Mathematics Classroom Practice: Ideas and Innovation from a Leader’s Perspective

Letwinsky¹,

Berry²

2022

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications

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The purpose of this chapter is to highlight common challenges that school leaders encounter when seeking to implement change in the teaching and learning of mathematics at their schools. Specifically, the chapter will offer innovative ways that international elementary principals successfully have influenced systemic change in K-5 mathematics classroom practice. The challenges highlighted are not unique to international educators, but the context from which we speak is situated in the international educational environment. We offer practical, but theoretically based guidance for school leaders looking to implement, support, and sustain authentic change in the culture and practice surrounding the math development of students. The first half of the chapter will provide context and a situational perspective relative to the complex relationship between principals, as instructional leaders, and their ability to influence classroom change. Key events that have made conversations about the teaching and learning of mathematics prominent in schools around the world also are highlighted. The second half of the chapter details actionable ideas grounded in research that elementary principals or curriculum leaders can implement to help shift classroom teaching and learning at the elementary level. Ultimately, these shifts are designed to enable higher levels of mathematics achievement for all K-5 students.

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Section: Teaching Mathematicsmentioning

confidence: 99%

Transforming Elementary Mathematics Classroom Practice: Ideas and Innovation from a Leader’s Perspective

Letwinsky¹,

Berry²

2022

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications

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“…• Student can listen to a description of a real model or geometric figure and apply it correctly, for example (Letwinsky & Karim, 2017): Before starting the cinema show, two types of tickets were sold: regular tickets, which price is 60 shekels per ticket, and V.I.P tickets which cost is 80 shekels per ticket. The total of all sold tickets was 120 tickets.…”

Section: Student Can Realize a Mathematical Relationship He Heardmentioning

confidence: 99%

The Impact of Using the Mathematical Modeling in Communication and Mathematical Achievement in Preparatory School Students

Algani¹

2021

pae

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The research aims to know the impact of using Mathematical Modeling in achievement and developing mathematical communication skills. The research sample consists of 42 prep school students in Arab schools in Israel in the academic year 2019-2020. The researcher follows the experimental curriculum. The students were divided into two experimental and control groups; the two groups were equalized in the pre-mathematical achievement. The research concludes that there is efficiency for mathematical modelling in mathematical communication and achievement favoring the experimental group. The researcher introduces recommendations and suggestions that contribute to achieving mathematical communication and developing its mathematical ability.

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“…Although research shows that pre-service teachers might present critical and open ideas about the work of teaching at the beginning of teacher education (Fajet, Bello, Leftwich, Mesler, & Shaver, 2005;Jao, 2017), only when discussing broader aspects of the work of teaching, the pre-service teachers were capable of justifying and making sense of the knowledge necessary to carry out the tasks of teaching mathematics (Article 1). In this regard, Letwinsky and Cavender (2018) and Quick and Siebörger (2005) clarify that when entering teacher education, preservice teachers often base their views on teachers' guidelines and approaches on former successful practices, which might lead to a fragmented view and understanding of crucial aspects necessary for conducting teaching effectively.…”

Section: Development Of the Pre-service Teachers' Understanding Of The Knowledge Necessary To Carry Out Tasks Of Mathematics Teachingmentioning

confidence: 99%

The Development of Pre-Service Teachers’ Understanding of the Knowledge Necessary to Teach Mathematics: A Case Study in Malawi

Jacinto¹

2020

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Globally, progress in education has been made in recent years to promote learning opportunities for all. However, significant gaps remain in lowincome countries. In Malawi, a developing country where the educational system is under development, primary education is a major concern. Several initiatives have been made to bridge this gap through improving the quality of teacher education, but research has shown that there is still a need to further understand the learning process of preservice teachers during the teacher education program. The present study aimed to gain knowledge about the primary preservice teachers’ process of learning, particularly, the development of their understanding of the knowledge necessary to teach mathematics. The current study addressed the question: How do pre-service teachers develop their understanding of the knowledge necessary to teach mathematics throughout teacher education? In the study, the knowledge necessary for teaching mathematics refers to the knowledge that teachers need to carry out the tasks of teaching mathematics. To further examine this matter, the overall question was divided into three sub-research questions: (1) What understanding do pre-service teachers have of the knowledge needed to carry out the tasks of mathematics teaching at the beginning of their teacher education? (2) To what extent does the pre-service teacher’s understanding of the knowledge needed to carry out teaching tasks evolve through the discussion of practical experiences in college? (3) How do pre-service teachers develop their understanding of the knowledge necessary to carry out the tasks of teaching throughout teacher education? These questions were compiled into a qualitative case study with six preservice teachers in a two-year primary teacher education program at a college in Malawi. Each of these pre-service teachers represented a different profile with teaching experience, subject preferences in high school, and a favorite subject to teach during college. The research occurred over three different moments in a two-year teacher education program in which the pre-service teachers were enrolled: an initial moment at the beginning of the program consisted of a questionnaire survey and individual interviews; a second moment during teaching practice that involved mathematics lessons observations and post-lesson interviews; and a third moment at the end of the program that included a focus group discussion. The data gathered were transcribed and analyzed using a thematic analysis approach. The themes of analysis were designed based on the six domains of mathematical knowledge for teaching theory. Findings show that pre-service teachers develop different paths of development of their understanding of the knowledge needed for teaching mathematics during teacher education and that such development has influences in how they acknowledge effective teaching in Malawi. The current thesis includes four articles that present the main data and results of the study. The first two articles present findings from an analysis of the pre-service teachers’ understanding of the subject matter knowledge and pedagogical content knowledge, and the third article presents an analysis of the pre-service teachers’ understanding when discussing teaching practice. The fourth article explores the understanding pre-service teachers developed throughout the teacher education program. The contribution of this thesis is to not only offer new empirical and theoretical insights to teacher education but also to suggest a path for further research in teaching knowledge.

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Shifting Preservice Teachers Beliefs and Understandings to Support Pedagogical Change in Mathematics

Cited by 5 publications

References 23 publications

Transforming Elementary Mathematics Classroom Practice: Ideas and Innovation from a Leader’s Perspective

Transforming Elementary Mathematics Classroom Practice: Ideas and Innovation from a Leader’s Perspective

The Impact of Using the Mathematical Modeling in Communication and Mathematical Achievement in Preparatory School Students

The Development of Pre-Service Teachers’ Understanding of the Knowledge Necessary to Teach Mathematics: A Case Study in Malawi

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