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Preservice teacher's knowledge: A co...

Hutchinson, Elaine Joan.

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Preservice teacher's knowledge: A contrast of beliefs and knowledge of ratio and proportion.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Preservice teacher's knowledge: A contrast of beliefs and knowledge of ratio and proportion./
Author:	Hutchinson, Elaine Joan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1996,
Description:	228 p.
Notes:	Source: Dissertations Abstracts International, Volume: 57-10, Section: A.
Contained By:	Dissertations Abstracts International57-10A.
Subject:	Teacher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9611421
ISBN:	9798684616631

Preservice teacher's knowledge: A contrast of beliefs and knowledge of ratio and proportion.
Hutchinson, Elaine Joan.

Preservice teacher's knowledge: A contrast of beliefs and knowledge of ratio and proportion. - Ann Arbor : ProQuest Dissertations & Theses, 1996 - 228 p.

Source: Dissertations Abstracts International, Volume: 57-10, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 1996.

This item must not be sold to any third party vendors.

The study's purpose was to examine preservice teachers' knowledge and beliefs in the domain of ratio and proportion within the context of the mathematics education reform. Four preservice teachers who had different mathematics backgrounds and contrasting beliefs about mathematics were selected for the study. The teacher-researcher taught a four-week unit using content from the Mathematics in Context ($\\underline{National\\ Center\\ for\\ Research\\ in\\ Mathematical\\ Sciences\\ Education\\ \\&\\ Freudenthal\\ Institute}$, in press) materials in a classroom situation that modeled that envisioned in the Curriculum and Evaluation Standards (NCTM, 1988). Within a social constructivist frame, the teacher-researcher employed interpretive methodology compiling data from observations, artifacts, journals, and interviews. This data was used to compare and contrast the beliefs and knowledge of the four preservice teachers. The study revealed that previous knowledge and beliefs of the four preservice teachers were challenged in the new learning environment. Two of the preservice teachers in this study were in the process of developing new understandings of ratio and reform documents. The other two preservice teachers reverted to traditional methods for solving ratio and proportion problems when challenged with a new experience. The study revealed that the mathematics background and beliefs as defined in the study were not indicative of the preservice teachers who changed. The criteria used to select and classify the participants did not capture the essence of the reform movement. The study found that life histories and previous experiences in mathematics were more significant in indicating those preservice teachers who were willing to change. During the duration of the study, the two preservice teachers who had demonstrated the value of understanding mathematics and the importance of realistic approaches to mathematics were the participants teachers who demonstrated behaviors in line with the reform movement. The new learning environment and the curriculum used in this study appeared to match their beliefs about learning and teaching mathematics.

ISBN: 9798684616631Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

reform

Preservice teacher's knowledge: A contrast of beliefs and knowledge of ratio and proportion.
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506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The study's purpose was to examine preservice teachers' knowledge and beliefs in the domain of ratio and proportion within the context of the mathematics education reform. Four preservice teachers who had different mathematics backgrounds and contrasting beliefs about mathematics were selected for the study. The teacher-researcher taught a four-week unit using content from the Mathematics in Context ($\\underline{National\\ Center\\ for\\ Research\\ in\\ Mathematical\\ Sciences\\ Education\\ \\&\\ Freudenthal\\ Institute}$, in press) materials in a classroom situation that modeled that envisioned in the Curriculum and Evaluation Standards (NCTM, 1988). Within a social constructivist frame, the teacher-researcher employed interpretive methodology compiling data from observations, artifacts, journals, and interviews. This data was used to compare and contrast the beliefs and knowledge of the four preservice teachers. The study revealed that previous knowledge and beliefs of the four preservice teachers were challenged in the new learning environment. Two of the preservice teachers in this study were in the process of developing new understandings of ratio and reform documents. The other two preservice teachers reverted to traditional methods for solving ratio and proportion problems when challenged with a new experience. The study revealed that the mathematics background and beliefs as defined in the study were not indicative of the preservice teachers who changed. The criteria used to select and classify the participants did not capture the essence of the reform movement. The study found that life histories and previous experiences in mathematics were more significant in indicating those preservice teachers who were willing to change. During the duration of the study, the two preservice teachers who had demonstrated the value of understanding mathematics and the importance of realistic approaches to mathematics were the participants teachers who demonstrated behaviors in line with the reform movement. The new learning environment and the curriculum used in this study appeared to match their beliefs about learning and teaching mathematics.
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