"All of a Sudden They Got It": Understanding Preservice Teachers' Perceptions of What It Means To Know (in) Math.
Bibliographic record
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. (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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.004 | 0.008 |
| Scholarly communication | 0.007 | 0.004 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".