Transfer of Practices and Conceptions of Teaching and Learning Mathematics

University Students’ Conceptions of the Relationship Between Mathematics and Physics and the Relationship Between Mathematics and Physics Learning

“…They found that there were significant differences in the mathematics conceptions of students from different universities and that more senior students exhibited broader conceptions of mathematics and viewed mathematics as an approach toward life and a way of thinking. Some researchers (e.g., Gordon & Nicholas, 2013;Lloyd, 2013) have tested the effectiveness of pre-service education programmes on the development of mathematics conceptions. Gordon and Nicholas (2013) investigated university students' conceptions of a mathematics bridging course designed to "provide students with a way forward with their chosen degree programme, and to ameliorate students' difficulties with mathematics" (p. 110).…”

“…They found that students perceived the course as helpful in improving their approach to learning mathematics and extending their thinking skills. Lloyd (2013) found that many practices and mathematics conceptions of preservice mathematics teachers in pre-service education were observed in their in-service activities.…”

Concepções de aprendizagem em estudantes portugueses do primeiro ciclo do Ensino Básico

“…The quantitative conception views learning as a mechanical and stereotyped process of information accumulation (Saban, Koçbeker-Eid & Saban, 2014;Wang & Tsai, 2012). The qualitative conception, on the other hand, sees learning as an active process of understanding and constructing meanings, associating it with the process of personal development (Antoniadou & Skoumios, 2013;Lloyd, 2013). In the framework of the quantitative conception, the basic cognitive process inherent in learning is the mechanical memorization of information, while in the qualitative conception, personal understanding and interpretation take precedence.…”

Navigating the Challenges of Becoming a Culturally Responsive Teacher: Supportive Networking May Be the Key

“…Despite the rationale behind these new requirements, researchers suggest graduates of teacher education programs do not always transfer, or apply, the best practices they learn in their university courses to their teaching practice (Brown & Bentley, 2004;de Jong, Cullity, Sharp, Spiers, & Wren, 2010;Gainsburg, 2012;Lloyd, 2013;Pepper, Blackwell, Monroe, & Coskey, 2012;Scott & Baker, 2003). Researchers attribute the lack of learning transfer to a variety of factors, including factors related to course features (e.g., course length, if students had the opportunity to apply the tools learned in a variety of contexts during the course), to the student (e.g., ability, personality, motivation), and to the workplace (e.g., how much support is available, if there is an opportunity to use what was learned (Gainsburg, 2012;Prebble et al, 2005;Van den Bossche & Segers, 2013).…”

“…To date, researchers have examined learning transfer from education courses addressing a variety of content areas (Brown & Bentley, 2004;de Jong et al, 2010;Gainsburg, 2012;Lloyd, 2013;Pepper et al, 2012;Scott & Baker, 2003). However, no studies were found examining learning transfer from courses focused on culturally responsive teaching practices despite the growing numbers of these courses in higher education nationally.…”