A Multiple-Case Study of Elementary Prospective Teachers' Experiences in Distinct Mathematics Content Courses / Susan L. Swars, Stephanie Z. Smith and Marvin E. Smith.
This multiple-case study explored the experiences of two groups of elementary prospective teachers (n=12) completing distinct mathematics content courses. Individual interviews revealed perspectives on knowing, learning, and teaching mathematics as experienced by the two groups; the quantitative fin...
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| Main Authors: | , , , , |
| Format: | eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2011.
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MARC
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| 100 | 1 | |a Swars, Susan L. | |
| 245 | 1 | 2 | |a A Multiple-Case Study of Elementary Prospective Teachers' Experiences in Distinct Mathematics Content Courses / |c Susan L. Swars, Stephanie Z. Smith and Marvin E. Smith. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2011. | |
| 300 | |a 1 online resource (1 online resource (9 pages)) | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a computer |b c |2 rdamedia. | ||
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| 500 | |a Availability: North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/. |5 ericd. | ||
| 500 | |a Abstractor: As Provided. |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Education. | ||
| 516 | |a Text (Speeches/Meeting Papers) | ||
| 516 | |a Text (Reports, Research) | ||
| 520 | |a This multiple-case study explored the experiences of two groups of elementary prospective teachers (n=12) completing distinct mathematics content courses. Individual interviews revealed perspectives on knowing, learning, and teaching mathematics as experienced by the two groups; the quantitative findings indicated differences in mathematical beliefs. One group characterized mathematics as a record of knowledge, difficult to understand and lacking in relevance; learning occurred through rote memorization and via external expertise, with teaching typified as explaining. The other group portrayed mathematics as process-focused, internally constructed, and relevant; learning took place through a focus on children's thinking, with teaching characterized as guiding and questioning. [For the complete proceedings, see ED585874.] | ||
| 524 | |a North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (33rd, Reno, NV, Oct 20-23, 2011). |2 ericd. | ||
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 0 | 7 | |a Preservice Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Student Experience. |2 ericd. |
| 650 | 0 | 7 | |a Elementary School Mathematics. |2 ericd. |
| 650 | 0 | 7 | |a Beliefs. |2 ericd. |
| 650 | 0 | 7 | |a Student Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Mathematics Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Characteristics. |2 ericd. |
| 650 | 0 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Learning. |2 ericd. |
| 700 | 1 | |a Smith, Stephanie Z., |e author. | |
| 700 | 1 | |a Smith, Marvin E., |e author. | |
| 700 | 1 | |a Hart, Lynn C., |e author. | |
| 700 | 1 | |a Carothers, Jody, |e author. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED586019.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED586019 |h Other scheme |i web |n 1 |