Theory, Practice and Reflection: A pre-service primary mathematics education programme

Abstract

This paper describes a case study investigating the impact of a primary mathematics method programme on pre-service primary teachers' capacity, and willingness to learn and teach mathematics for relational understanding. The programme, a collaborative endeavour between primary schools and university tutors, enables student teachers to practice in an on-going, integrated and consistent manner what they are learning in theory, and to re¯ect on their experiences. The ® ndings from test, questionnaire and interview data indicate that the weekly cycle of theory, practice and re¯ection in which student teachers engage enhances their capacity, and provides an incentive for them to learn and teach mathematics for relational understanding.

El impacto de un programa de enfoque socioconstructivista en las actitudes de futuros profesores de primaria sobre el aprendizaje y la enseñanza en general y sobre las matemáticas en particular

“…However, engaging prospective teachers in thinking skills activities over several months during their training course seems to have changed their views about teaching and learning in general and with respect to teaching mathematics in particular. These findings are consistent with previous literature, which revealed that many teachers tend to teach in the same way in which they were taught as students, either at school or at university (Ball 1988, Borko and Mayfield 1995, Hill 2000, Bruce 2004, Henderson and Rodrigues 2008.…”

Using e‐learning to support primary trainee teachers’ development of mathematical subject knowledge: An analysis of learning and the impact on confidence

“…Ball (1988) has argued that a lack of attention to what teachers bring with them to learning to teach may account for the reason why teachers tend to teach mathematics as they were taught themselves. In Australia, Hill (2000) has explored why mathematics education programmes appear to have only a limited effect on trainee teachers' capacity and willingness to learn and teach mathematics for relational understanding (knowing both what to do and why). She argues that even though trainees are trained to teach for relational understanding they often revert to the instrumental methods they learnt in school.…”

How Cypriot primary school teachers promote their professional development through reflective practice

“…There is research which reports that teachers' prior beliefs can affect knowledge acquisition (Aitken and Mildon, 1991;Calderhead and Robson, 1991;Foss and Kleinsasser, 1996;Johnson, 1994;Mallette et al, 2000;Tillema, 1995) and that they can be resistant to change (Aitken and Mildon, 1991;Foss and Kleinsasser, 1996;Johnson, 1994;Weinstein, 1990, Virta, 2002. There is also research which reports not only stability in student teachers' prior beliefs, but also change from beliefs which can be counterproductive to teaching to beliefs which are more likely to boost learning (Ambrose, 2001;Ackley et al, 1999;Bell, 2001;Dart et al, 1998;Harrington and Hertel, 2000;Hill, 2000;Joram and Gabriele, 1997;Long and Stuart, 2004;McGovern, 2000;Pugalee, 1999;Roberts et al, 2001;Sillman and Dana, 1999;So and Watkins, 2005;Stuart and Thurlow, 2000). In addition, there is research by I would argue that the factor that must have differentiated the outcomes of the above studies is the engagement of student teachers in reflection on their beliefs.…”

“…The most appropriate qualitative method to use was the interview. According to May (1997) "interview yields rich insights into people's experiences, opinions, aspirations, (Ambrose, 2001;Collier, 1999;Hill, 2000;Long and Stuart, 2004;McGovern, 2000;Russell, 1988;So and Watkins, 2005).…”

“…Relevant to the above discussion are findings of research literature about the development of teachers' beliefs (Ambrose, 2001;Ackley et al, 1999;Aitken and Mildon, 1991;Ball, 1990;Bell, 2001;Calderhead and Robson, 1991;Collier,1999;Dart et al, 1998;Fajet, 2005;Foss and Kleinsasser, 1996;Gore and Zeichner, 1991;Haritos, 2004;Harrington and Hertel, 2000;Hatton and Smith, 1995;Hill, 2000;Johnson, 1994;Joram and Gabriele, 1997;Long and Stuart, 2004;Macnab and Payne, 2003;Mahlios and Maxson, 1995;Mallette et al, 2000;McGovern, 2000;Moore, 2003;Pugalee, 1999;Roberts et al, 2001;Russell, 1988;Sillman and Dana, 1999;So and Watkins, 2005;Stuart and Thurlow, 2000;Sugrue, 1997;Tillema, 1995;Virta, 129 2002;Ward and McCotter, 2004;Weinstein, 1990;Younger et al, 2004). This literature though does not use the term theories in use.…”