Stories in Mathematics Teacher Education: Preservice Teachers’ Experiences Creating an Important Book

Jao, Limin

doi:10.36510/learnland.v11i2.958

Cited by 5 publications

(1 citation statement)

References 16 publications

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“…Hence, pre-service teachers may have had more positive beliefs in terms of mathematics teaching self-efficacy beliefs. Studies also enlightened those pre-service and in-service teachers' understanding and beliefs regarding training may be changed, their self-efficacy towards mathematics increases, they are more motivated to use innovative approaches for mathematics lessons and their anxiety about teaching mathematics decreases when effectively designed educational content is provided (Ginsburg & Uscianowski, 2017;Jao, 2018;Jett, 2018;Lane & Ríordáin, 2020;Rogers et al, 2015). From this point of view, these kinds of training may be suggested for teacher education to integrate mathematics and children's literature.…”

Section: Discussionmentioning

confidence: 99%

An Evaluation of The Preservice-Teacher Training for Children’s Literature and Mathematics Integration

Durmaz

2022

Kuramsal Eğitimbilim

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This study aims to examine the change in the teachers’ beliefs about the training, presented as an online education for the children’s literature and mathematics teaching to pre-service pre-school, primary and elementary teachers. The participants of the research consisted of 54 pre-service teachers who were selected by purposive sampling method. A weak experimental pre-test post-test design without a control group was used in the study. The data collection tools were the belief scale for the integration of mathematics and children's literature, mathematics teaching self-efficacy belief, and mathematics literacy self-efficacy scales. The study findings revealed that the training enabled the pre-service teachers to gain positive inputs within the context of all the variables. Besides, the pre-service teachers’ scores varied across their branches. In addition, the training was identified to have a significant effect on the difference scores obtained from all factors except for the practitioner competencies complicating the integration process and social norms. Based on the findings, various studies such as face-to-face and experimental studies on a single field/branch basis may be conducted to examine the changes in the pre-service teachers' beliefs and competencies towards integrating mathematics and children's literature.

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Section: Discussionmentioning

confidence: 99%

An Evaluation of The Preservice-Teacher Training for Children’s Literature and Mathematics Integration

Durmaz

2022

Kuramsal Eğitimbilim

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Bridging the Gap Between Coursework and Practica: Secondary Mathematics Pre-service Teachers’ Perceptions About Their Teacher Education Program

Jao

Rao

Stewart

2020

Borders in Mathematics Pre-Service Teacher Education

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Design and assessment of a teaching program to address temporal concepts in Early Childhood Education and Primary Education using stories

Moreno

Martínez

Carrasco

2021

Humanit Soc Sci Commun

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In the educational field, there is a discussion about how to teach temporal concepts within Social Science in Early Childhood Education and in Primary Education. This debate arises from the young age of the students, which shows the need to make use of different teaching approaches from those used in other higher educational levels. As stories have been proved as an effective teaching method used in this educational level for the past 30 years, the research problem revolves around the following question: is it possible to teach temporal concepts in Early Childhood Education using a non-specific story to teach social sciences? For this reason, the purpose of this study was to design, implement, and assess a teaching program for the temporal concepts past/present/future, before/after, and change/transformation in the third year of Early Childhood Education using a non-specific story to teach social sciences. For a better understanding of the program, a brief explanation of the Spanish Educational system has been included. The participants of the study were the 47 students of an Early Childhood and Primary Education Center in Molina de Segura, Murcia, Spain. Quantitative data were analyzed using the software program SPSS v. 24. With the goal of evaluating the students’ achievement of each activity’s objectives, as well as the teaching program as a whole, percentages and frequencies of the assessment charts’ different components were calculated. Once the data from the brainstorming session on the students’ prior knowledge of temporal concepts had been collected, it was transcribed and organized in the corresponding chart. In this way, a primary text document was created. Together with the Initial Questionnaire on Temporal Concepts (IQTC) and the Final Self-assessment Questionnaire (FSQ), which did not require transcription, three hermeneutic categories were created, one for each document, using the program ATLAS.ti (version 7.5.2). The results showed a high percentage of fulfillment of the objectives, with somewhat significant differences between one class and another. These results lead us to conclude that the temporal concepts chosen for this teaching program can be taught in third-year Early Childhood Education classes using the story Ramona la mona by Aitana Carrasco.

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Stories in Mathematics Teacher Education: Preservice Teachers’ Experiences Creating an Important Book

Cited by 5 publications

References 16 publications

An Evaluation of The Preservice-Teacher Training for Children’s Literature and Mathematics Integration

An Evaluation of The Preservice-Teacher Training for Children’s Literature and Mathematics Integration

Bridging the Gap Between Coursework and Practica: Secondary Mathematics Pre-service Teachers’ Perceptions About Their Teacher Education Program

Design and assessment of a teaching program to address temporal concepts in Early Childhood Education and Primary Education using stories

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