Mathematical Investigations for Supporting Pre-service Primary Teachers Repeating a Mathematics Education Course

Bailey, Judy

doi:10.14221/ajte.2014v39n2.8

Cited by 15 publications

(19 citation statements)

References 19 publications

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“…This is true for the course of mathematics as well. Teachers reflect their own experiences in mathematics and mathematical attitudes and beliefs in the mathematical strategies they would use in the future (Bailey, 2014).…”

Section: Introductionmentioning

confidence: 99%

A digital storytelling study project on mathematics course with preschool pre-service teachers

İnan¹

2015

Educ. Res. Rev.

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Digital storytelling technique is based on a presentation of course content in a story form using multimedia tools. In this study, digital stories were designed for mathematics instruction with preschool pre-service teachers. At the end of the six-week study, preschool students viewed the digital stories created. The study aimed to determine the effects of digital storytelling technique on the views of preschool pre-service teachers on the course of mathematics and the reactions of preschool students, who viewed the digital stories to the mathematics course. It was observed that pre-service teachers and preschool students considered the above-mentioned technique as interesting, funny but timeconsuming.

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Section: Introductionmentioning

confidence: 99%

A digital storytelling study project on mathematics course with preschool pre-service teachers

İnan¹

2015

Educ. Res. Rev.

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“…In the first year of their studies and before they have had opportunities to build upon and disturb student-oriented beliefs about mathematics, ITE students' beliefs are rooted in past student-experiences (Loughran, 2013;Miller & Shifflet, 2016). Old fears, beliefs and attitudes about mathematics learning and teaching are difficult to change, even with supportive interventions (Bailey, 2014). Existing mindset, beliefs and emotional responses to learning mathematics impact ITE students' problem-solving abilities, their mathematical content knowledge and pedagogical knowledge (Ball et al, 2008;Hurrell, 2013;Jao, 2017;Livy, Vale, & Herbert, 2016;McCombs & Marzano, 1990;McLeod, 1992;Norton, 2017).…”

Section: Mathematics Beliefs and Emotionsmentioning

confidence: 99%

“…Emotions are intrinsic to teaching: they are an essential part of the teacher-student relationship, central to teachers' investment in their practice and significantly impact behaviour (Stephanou, 2012;Yoo & Carter, 2017). More specifically, emotions play a central role in pre-service teachers' experiences of learning mathematics (Bailey, 2014;Loughran, 2013). Emotions follow from the goal-directed thought process (Stephanou, 2012;Snyder, 2000).…”

Section: Mathematics Beliefs and Emotionsmentioning

confidence: 99%

“Hopefully, I Will Gain Confidence”: Hope in Pre-Service Teachers’ Mathematics and Numeracy Testing

Wilson¹,

Goff²

2019

AJTE

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The recent introduction of a personal literacy and numeracy test (LANTITE) has been part of tighter accreditation of Initial Teacher Education programs across Australia. This article focuses on pre-service teachers' experiences, beliefs and feelings about the new high-stakes testing regime. The data are drawn from a six-month project intended to evaluate students' experience in a first-year university mathematics unit. The focus in the present article is on students' responses to open-ended questions about their expectations of the unit, their level of confidence in areas of using and teaching mathematics and their thoughts and feelings about their own skill level being assessed. Results from 85 participants indicate that alongside experiencing high levels of mathematics related anxiety, positive and hopeful attitudes towards testing strongly appeared. Individual differences and self-regulated learning processes were also dominant in participants' responses as reported in this article. These findings contribute to the growing body of research on the importance of growth mindset and instilling hope and optimism in pre-service teachers.

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“…5 needs to be implemented to test its effectiveness. Such level of effectiveness is important for teachers because it will affect the level of their students' knowledge [30]. In order to fit flow, the learning instruments should be carefully prepared by the teachers.…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

Investigating Indonesian Teachers' ZAD in the Representation of Fractions

Rahardi¹,

Irawan²,

Irawati³

2018

Proceedings of the International Conference on Learning Innovation (ICLI 2017)

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Mathematical Investigations for Supporting Pre-service Primary Teachers Repeating a Mathematics Education Course

Cited by 15 publications

References 19 publications

A digital storytelling study project on mathematics course with preschool pre-service teachers

A digital storytelling study project on mathematics course with preschool pre-service teachers

“Hopefully, I Will Gain Confidence”: Hope in Pre-Service Teachers’ Mathematics and Numeracy Testing

Investigating Indonesian Teachers' ZAD in the Representation of Fractions

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