"All of a Sudden They Got It": Understanding Preservice Teachers' Perceptions of What It Means To Know (in) Math.
Notice bibliographique
Résumé
In a recent study at the University of Regina, preservice teachers were asked questions about their internship experiences of teaching mathematics. One question in the study focused on asking preservice teachers to recall their most meaningful experiences in the mathematics classroom during their internship, to which many responded with stories of how their students all of a sudden just got a concept and how this could even be visually detected. It is interesting to note the comparisons between their responses to this question about meaningful experiences and their responses to other questions concerning their images of math as a subject, their attitudes toward math, and their perceptions of it means to know (in) Factors other than ability influence students' approaches to challenges, their persistence (or withdrawal) when facing difficulties, and how they use cognitive skills. This paper explores goal theory and achievement motivation as a perspective for examining the issue of it means to know (in) The question of the role of the teacher in how students focus their efforts in mathematics classrooms, or in setting the classroom climate, is also of significance to this discussion. This paper presents implications for the changing needs of teacher education programs, including the contexts of mathematics education courses as well as critical issues in curriculum development and implementation in general. (Author) Reproductions supplied by EDRS are the best that can be made from the original document. 1 ALL OF A SUDDEN THEY GOT IT: Understanding preservice teachers' perceptions of it means to know (in) math Kathleen NOLAN Faculty of Education, University of Regina Regina, Saskatchewan, Canada S4S 0A2 kathy.nolan@uregina.ca Sonya CORBIN DWYER Faculty of Education, University of Regina Regina, Saskatchewan, Canada S4S 0A2 sonya.dwyer@uregina.ca ABSTRACT In a recent study at the University of Regina, preservice teachers were asked questions about their internship experiences of teaching mathematics. One question in the study focused on asking preservice teachers to recall their most meaningful experiences in the mathematics classroom during their internship, to which many responded with stories of how their students all of a sudden just got a concept and how this could even be visually detected. It is interesting to note the comparisons between their responses to this question about meaningful experiences and their responses to other questions concerning their images of math as a subject, their attitudes toward math, and their perceptions of it means to know (in) Factors other than ability influence students' approaches to challenges, their persistence (or withdrawal) when facing difficulties, and how they use cognitive skills. This paper explores goal theory and achievement motivation as a perspective for examining the issue of it means to know (in) The question of the role of the teacher in how students focus their efforts in mathematics classrooms, or in setting the classroom climate, is also of significance to this discussion. This paper presents implications for the changing needs of teacher education programs, including the contexts of mathematics education courses as well as critical issues in curriculum development and implementation in general.In a recent study at the University of Regina, preservice teachers were asked questions about their internship experiences of teaching mathematics. One question in the study focused on asking preservice teachers to recall their most meaningful experiences in the mathematics classroom during their internship, to which many responded with stories of how their students all of a sudden just got a concept and how this could even be visually detected. It is interesting to note the comparisons between their responses to this question about meaningful experiences and their responses to other questions concerning their images of math as a subject, their attitudes toward math, and their perceptions of it means to know (in) Factors other than ability influence students' approaches to challenges, their persistence (or withdrawal) when facing difficulties, and how they use cognitive skills. This paper explores goal theory and achievement motivation as a perspective for examining the issue of it means to know (in) The question of the role of the teacher in how students focus their efforts in mathematics classrooms, or in setting the classroom climate, is also of significance to this discussion. This paper presents implications for the changing needs of teacher education programs, including the contexts of mathematics education courses as well as critical issues in curriculum development and implementation in general. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) BEST COPY AVAILABLE 2 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Introduction This presentation emerges out of a study with post-internship preservice teachers in a Canadian university. In this study, we surveyed twenty-seven preservice teachers who had recently completed their fourth-month internship in elementary and secondary schools. Preservice teachers were asked questions about their past experiences as students learning mathematics, and about their internship experiences of teaching mathematics. This presentation will present and discuss some of the implications of the responses to this survey, revolving around the theme of what it means to know (in) math.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,011 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».