Unpacking Mathematics for Teaching: A Study of Preservice Elementary Teachers’ Evolving Mathematical Understandings and Beliefs
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study examined the mathematical understandings and beliefs held by preservice elementary teachers in a mathematics methods course taken as part of a one year teacher certification program, and re-examined these characteristics at the end of the course. The notion of ‘understanding mathematics for teaching’ was examined in a way that might begin to support the work of mathematics educators working with such preservice teacher candidates. Preservice teacher beliefs about what is important in mathematics learning and therefore the teaching of it are examined along with mathematics understanding at both procedural and conceptual levels. The goal is to shed some light on how initial understanding and beliefs about mathematics teaching co-exist, and how these might develop during a preservice teacher education program. A preliminary model designed to promote participant self-reflection is suggested.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.025 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it