Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs

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dc.contributor.advisorReeder, Stacy
dc.creatorHarper, Mary Ellen
dc.date.accessioned2019-04-27T21:32:59Z
dc.date.available2019-04-27T21:32:59Z
dc.date.issued2012
dc.description.abstractA continued and ongoing call for improvement and change in mathematics teaching and learning suggests a need for re-visioning the ways in which mathematics teachers are educated. Suggestions include incorporating reform teaching in university courses that integrate mathematics content with pedagogy and perturbate mathematical beliefs. The context of this study was a group of preservice teachers in a mathematics content course that incorporated meaning-making, dialogue, space and justification into classroom learning experiences. Further, the usual power dynamics between teacher and student were revisited and revised as part of the social norms established in the classroom. Due to the learning experiences in this non-traditional course, students reported plans for their future pedagogical practices as being conceptually oriented, gaining mathematical empowerment, a change in beliefs about the nature of mathematics, a new appreciation for mathematics in general, and enjoyment of group work, presentations, and the use of manipulatives (term used for the use of physical models).
dc.format.extent217 pages
dc.format.mediumapplication.pdf
dc.identifier99290323002042
dc.identifier.urihttps://hdl.handle.net/11244/318973
dc.languageen_US
dc.relation.requiresAdobe Acrobat Reader
dc.subjectMathematics teachers--Training of
dc.subjectStudent teachers--Attitudes
dc.thesis.degreePh.D.
dc.titleInfluence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs
dc.typetext
dc.typedocument
ou.groupJeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculum

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