Why Use Multiple Representations in the Mathematics Classroom? Views of English and German Preservice Teachers

Dreher, Anika; Kuntze, Sebastian; Lerman, Stephen

doi:10.1007/s10763-015-9633-6

Cited by 40 publications

(18 citation statements)

References 26 publications

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“…Similarly, Burton (2012), who researched the ability of certain content methods courses to change PSTs' attitudes toward mathematics, suggested that qualitative data could provide valuable information on different factors that influence the change process that occurs in PSTs. Cardetti and Truxaw (2014) and Dreher et al (2016) presented suggestions in line with the previously outlined, asserting that qualitative data would provide details that quantitative data fails to capture.…”

Section: Methodsmentioning

confidence: 70%

“…A number of researchers indicate a need for future research to include more qualitative data relative to PSTs' experiences, expectations, beliefs, and attitudes toward mathematics (Briley, 2012;Burton, 2012;Cardetti & Truxaw, 2014;& Dreher et al, 2016). Briley (2012) posited that qualitative data could add richness and clues to complexities of our current understanding of the relationships between mathematics teaching efficacy, mathematics self-efficacy, and mathematical beliefs.…”

Section: Methodsmentioning

confidence: 99%

“…Similarly, research showed that elementary PSTs have little knowledge of the value of multiple representations in mathematics education (Dreher & Kuntze, 2015;Dreher, Kuntze, & Lerman, 2016;Özmantar et al, 2010). There is evidence that teachers in general and PSTs in particular see multiple representations as a method to motivate students to learn mathematics in a fun way rather than a tool to enhance conceptual understanding of mathematical ideas.…”

Section: Literature Reviewmentioning

confidence: 99%

“…They often minimize the need to explain connections among different representations explicitly, which is necessary for students' understanding of mathematical procedures (Dreher & Kuntze, 2015). The accepted notion that an understanding of the interrelatedness of different representations is essential in order to thoroughly understand mathematical concepts sets an important target for further research and professional development (Dreher & Kuntze, 2015;Dreher, Kuntze, & Lerman, 2016). Furthermore, Dreher & Kuntze (2015) recognize a need for research into how domain-specific content knowledge influences PSTs' views of how to utilize multiple representations meaningfully.…”

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

Pre-Service Elementary Teachers’ Experiences, Expectations, Beliefs, and Attitudes toward Mathematics Teaching and Learning

Pourdavood

Liu²

2017

IJLTER

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Abstract. Many elementary pre-service teachers (PSTs) have negative experiences regarding learning mathematics. They carry these prior negative experiences with them as they take their mathematics methods courses for teaching young children and they express their lack of confidence in teaching mathematics. This qualitative and descriptive study describes 23 elementary PSTs' stated experiences, expectations, beliefs, and attitudes toward mathematics during their K-12 schooling and college mathematics courses. The study examines how a semesterlong methods course in mathematics provides these PSTs an opportunity to re-evaluate their assumptions about what mathematics is and the role of teachers and learners in mathematics classrooms. In addition, the study describes the challenges that the primary researcher and the instructor of the course face. It illustrates the strategies he uses to accommodate PSTs' professional transformation. Data was collected throughout participants' enrollment in a semester-long course called Mathematics Instruction in Preschool and the Primary Grades, which was taken in conjunction with their practicum. Data sources included university classroom observations, pre-service teachers' verbal and written responses to class discussions, reading assignments, course activities, presentations, and a final reflective paper. PSTs' responses were categorized and common themes were derived from the triangulation of data to include prospective teachers' critical reflections on teaching and learning, transformation of their stated beliefs and attitudes toward mathematics, and their concerns and struggles.

show abstract

Section: Methodsmentioning

confidence: 70%

Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Pre-Service Elementary Teachers’ Experiences, Expectations, Beliefs, and Attitudes toward Mathematics Teaching and Learning

Pourdavood

Liu²

2017

IJLTER

View full text Add to dashboard Cite

show abstract

“…In the absence of observational or interview data, it is difficult to confirm that the curriculum guidance or availability of materials, or exams and the examination system, have influenced the student response patterns found in this study. More research on this topic needs to be undertaken before the associations between, for example teachers' belief about the use of multiple representations (Dreher, Kuntze, & Lerman, 2016) and mathematical practices can be understood.…”

Section: Discussionmentioning

confidence: 99%

Exploring Evidence of Mathematical Tasks and Representations in the Drawings of Middle School Students

Hatısaru

2020

INT ELECT J MATH ED

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The drive to explore students' experiences in mathematics classrooms remains imperative for mathematics education research in order to better understand how effective teaching and learning classroom practices lead to desirable learning outcomes. As part of a larger research project exploring a group of 120 Turkish middle school students' (grades 6 to 8, aged 11 to 14) perceptions of their mathematics classroom experiences, this article presents an analysis of the nature of mathematical tasks and the forms of mathematical representations depicted in students' drawings. An analysis of the data obtained from the students' drawing task (Draw a Mathematics Classroom Test) revealed little to no variety in students' classroom experiences in relation to the types of mathematical tasks and mathematical representations. The most common mathematical tasks were found to be tasks that focus on procedural skills, while the most common way students represented the mathematics was through symbolic representations. None of the student drawings involved physical or contextual representations. Findings raise concerns about whether Turkish students are well prepared for the demands of the 21 st century.

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Fostering Critical Thinking Among Pre-service Teachers Through a Multiple Representation-Based Collaborative Pedagogical Approach

Danday

2023

Integrated Science

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Why Use Multiple Representations in the Mathematics Classroom? Views of English and German Preservice Teachers

Cited by 40 publications

References 26 publications

Pre-Service Elementary Teachers’ Experiences, Expectations, Beliefs, and Attitudes toward Mathematics Teaching and Learning

Pre-Service Elementary Teachers’ Experiences, Expectations, Beliefs, and Attitudes toward Mathematics Teaching and Learning

Exploring Evidence of Mathematical Tasks and Representations in the Drawings of Middle School Students

Fostering Critical Thinking Among Pre-service Teachers Through a Multiple Representation-Based Collaborative Pedagogical Approach

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