Changing perspectives: Examining the potential for advanced mathematical studies to influence pre-service teachers' beliefs about mathematics

Transforming Pre-Service Teachers’ Beliefs and Understandings about Design and Technologies

“…Although such coherence can work to scaffold pre-service teachers as reflective practitioners and critical thinkers (Tatto, 1998), it does not necessarily facilitate a change in beliefs regarding particular learning areas. Such a view parallels Paolucci's (2015) research regarding the nature of mathematical beliefs of pre-service teachers, where participants failed to recognise the capacity of the learning area to evoke critical analysis and creative thinking. Yet critical and creative thinking is central to innovative and responsive teaching and learning, particularly in the learning area of Design and Technologies.…”

An Examination of Preservice Teachers’ Capacity to Create Mathematical Modeling Problems for Children

“…These concerns are particularly urgent, given the increased emphasis being placed on mathematical modeling in curricular reform efforts throughout the world (Paolucci, 2015; Vos, 2011). In addition, while the first finding is specific to the context of mathematical modeling, the second finding is not.…”

“…Mathematical modeling has become a key component of many countries' mathematics curricula, at all levels. It features in objectives for reform initiatives and helps to define aims, objectives and desired mathematical practices in curriculum documents throughout the world (Paolucci, 2015). Thus, it has become increasingly important for teacher education programs to ensure that they are preparing their future teachers to effectively foster productive mathematical modeling in their classrooms.…”

Characteristics of teacher knowledge produced by pre-service mathematics teachers: the case of open-ended problem-based learning

“…A large proportion of research related to HCK has concentrated on pre-service and in-service teachers' views. In general, both pre-service and in-service teachers have perceived university-level mathematics and school maths as somewhat distinct areas (Hannula, 2018a;Koponen et al, 2016;Mosvold & Fauskanger, 2014;Paolucci, 2015). Additionally, some studies (Mosvold & Fauskanger, 2014;Wasserman, Weber, Villanueva & Mejia-Ramos, 2018) suggest that in-service teachers emphasise the mathematical content at the level they are teaching, disregarding the broader mathematical context.…”

“…However, the question of utilising knowledge of advanced maths in enhancing mathematical knowledge for teaching has only recently started to gain more attention in the literature, and this research area is still scattered (e.g. Even, 2011;Mosvold & Fauskanger, 2014;Paolucci, 2015;Wasserman, 2016;Zazkis & Leikin, 2010). In particular, there is a lack of research exploring the development of teacher knowledge in course settings aimed at strengthening the connections between advanced maths and school maths (e.g.…”