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The Beliefs and Conceptions of Elementary Preservice Teachers |
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Abstract:
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Research suggests a strong relationship between teachers’ beliefs and their teaching practices. However, relatively little is known about the relationship between teachers’ beliefs and their knowledge. For the past two years, we have been conducting research concerning the mathematics beliefs and conceptions of preservice elementary teachers. In this paper, we describe how we have been doing this research and report on results of this on-going study. Specifically, we report on some of the general beliefs and conceptions of preservice teachers and those of mathematics specialists and non-traditional preservice teachers. |
Most Common Document Word Stems:
mathemat (142), teacher (77), belief (65), student (42), teach (38), preservic (31), elementari (27), learn (21), confid (20), cours (20), concept (19), specialist (18), effort (17), educ (16), abil (16), survey (15), research (14), signific (14), two (13), one (13), tradit (13), |
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Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
URL: http://www.pmena.org
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Citation:
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MLA Citation:
| McCormick, Kelly., Kapusuz, Ayfer. and AlSalouli, Misfer. "The Beliefs and Conceptions of Elementary Preservice Teachers" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada, Oct 21, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p117594_index.html> |
APA Citation:
| McCormick, K. K., Kapusuz, A. and AlSalouli, M. S. , 2004-10-21 "The Beliefs and Conceptions of Elementary Preservice Teachers" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p117594_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Research suggests a strong relationship between teachers’ beliefs and their teaching practices. However, relatively little is known about the relationship between teachers’ beliefs and their knowledge. For the past two years, we have been conducting research concerning the mathematics beliefs and conceptions of preservice elementary teachers. In this paper, we describe how we have been doing this research and report on results of this on-going study. Specifically, we report on some of the general beliefs and conceptions of preservice teachers and those of mathematics specialists and non-traditional preservice teachers. |
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| THE BELIEFS AND CONCEPTIONS OF ELEMENTARY PRESERVICE TEACHERS Kelly McCormick Indiana University kemccorm@indiana.edu Ayfer Kapusuz Indiana University akapusuz@indiana.edu Misfer Al-Salouli Indiana University malsalou@indiana.edu [Abstract] Research suggests a strong relationship between what teachers believe about mathematics and teaching mathematics and the way they teach. However we know very little about the nature of the relationship between teachers' beliefs and what they know about mathematics and how to teach it. For the past several years we have been conducting research concerning |
| educational progress question tool. Available from the NCES web site http://nces.ed.gov/nationsreportcard/itmrls/ Thompson A. (1984). The relationship of teachers' conceptions of mathematics teaching to instructional practice. Educational Studies in Mathematics 15 105-127. Thompson A. G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.) Handbook of research on mathematics teaching and learning (pp. 127-146). New York: Macmillan. Wilson M. & Cooney T. J. (2002). Mathematics teacher change and development: The role of beliefs. In |
Similar Titles:
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Studying elementary preservice teachers’ learning of mathematics teaching: Preliminary insights
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