id: 06514370
dt: j
an: 2016a.00129
au: Stohlmann, Micah; Moore, Tamara; Cramer, Kathleen; Maiorca, Cathrine
ti: Changing pre-service elementary teachers’ beliefs about mathematical
knowledge.
so: Math. Teach. Educ. Dev. 16, No. 2, 4-24, electronic only (2014).
py: 2014
pu: Mathematics Education Research Group of Australasia (MERGA), Wahroonga, NSW
la: EN
cc: C29
ut: preservice teachers; teacher attitudes; knowledge level; concept formation;
mathematical concepts; teacher beliefs; fractions; teaching styles
ci:
li: http://www.merga.net.au/ojs/index.php/mted/article/view/246
ab: Summary: Studies have reported that pre-service teachers often enter
teacher preparation programs with beliefs and attitudes not conducive
to teaching the subject conceptually. In the USA, the Common Core State
Standards for Mathematics have brought a renewed focus on procedural
and conceptual understanding. However, many U.S. pre-service teachers
have developed a procedural focus from their own schooling experience.
This study investigated the effect of a mathematics and pedagogy course
focused on conceptual understanding on one class of U.S. preservice
elementary teachers’ beliefs about mathematical knowledge. The course
used the Lesh Translation Model [{\it R. Lesh}, “Mathematical
learning disabilities: considerations for identification, diagnosis,
and remediation", in: R. Lesh (ed.) et al., Applied mathematical
problem solving. Columbus, OH: ERIC Clearinghouse for Science,
Mathematics, and Environmental Education. 111‒180 (1979)] to build
conceptual understanding through multiple representations. While the
change in beliefs from the beginning to the end of the course was
investigated, this study also specifically investigated the change in
beliefs arising from session activities concerning division by
fractions. The course combined difficulties that students can have when
taught procedurally, shown with example video, and conceptual
understanding that students can display when taught with
well-structured activities. This proved to be a useful combination for
changing pre-service teachers’ beliefs by showing the need to learn
fraction division differently and then providing conceptual ways to
think about this concept.
rv: